Brady - HWP - Anthology

							I’m going to offer a disclaimer to my anthology – which I can since there are no rules written on the
walls of my home. I’ve been working on a piece that still isn’t ready to be shared so I’m attaching my
reflection, my log from the second day and a few random in-class written doodles.

I am interested to see what you’ve all been working on during all those midday hours spent pounding on
your keyboards.

Reflection on the HWP


        Honestly, I wish it was in my nature to write something in the vein of the untapped maple tree
that was oozing with sap – because my feelings towards the HWP are more like a Celine Dion song,
but I have to express them like a B-side on the Who’s Quodrophenia, meaning the sentiment is strong,
but it will take a lot of digging on the part of the listener, but in this case, the reader, or more
specifically, you, my colleague.
        My educational philosophy has always been a simple one, my classroom, room 106, at 18111
Cumberland Rd. Noblesville Indiana is the Alamo, and I’m Sam Bowie, trying to educate my students,
with the invading Mexican armies being administrators, other teachers, the DOE, professional
learning communities, and all those other influences that take me away from the time I spend with
my students and thinking about my students. When the door closes, I know what my objectives are
and sometimes they are reached in innovative ways and other days I fail miserably in my pursuits of
enlightenment, but even on those days, I only have one person to blame, and that person looks back
at me when I look into the mirror. I can go weeks at a time professionally without ever speaking to
anyone over 18, because just at the Alamo was surrounded, my teaching style is one in which the
desks and chairs are turned over and pushed against the door to keep the outside world from
interfering with my job at hand, and you have shown me that not everyone who enters from the
outside want to create obstructions that hinder my effectiveness, but on the contrary, there are
those of you that want to do so to make me better at what I love to do.
        I work in a high school, I don’t go to one, so I’m really not concerned with what is said about
me in the lunch room or what is written about me in the bathroom stall, I always thought I worked
better in this manner. I’m not running for mayor, I don’t wake up each day thinking about high school
in any larger context than what will occur in room 106 and that I am responsible for those that enter
my room each day. I appreciate what others do, and I know there are many good teachers in my
building, and many good teachers fighting the good fight in schools around the state and county, and
with the glass being half empty, there are also the bad ones, but I’ve never to the extent that I should
have concerned myself with either group, again, I’m only defending one small mission in Texas, not
the entire country and if I can follow this extended metaphor through to it’s end, the HWP has forced
me to think about my own role in this system, my own self-centeredness, and what others have to
offer, and who knows, maybe what I have to offer to those over 18, so we may lose the Alamo but we
haven’t lost what we believe in and we have not given in to the powers that make our jobs more
difficult, case in point, I’m typing this in English not Spanish.
        This experience has made me realize first hand all the wonderful things that teachers read,
talk about, and think about, and there has not been a day where I was not sent to a place in my
thinking that will help to improve because of something that one of you said or wrote. During these
past three weeks, at first, I learned things about myself as a person, and then I learned specifics as to
improving myself within my profession, but ultimately, was that while unique in so many individual
ways, all of you are within your own adobe walls, fighting the good fight, and I have learned
something from each and every one of you, and while I may not speak to many more of my colleagues
in the fall, at least about trivial matters, I will view each of them differently and know that I can both
learn from them and offer more of myself to them since we all have the same goals, or I should say,
we all have the best interest of those sitting at the desks facing us each morning after that first bell
rings.
        The B-side of the record just ended; therefore, so does this reflection. Take care -it’s been my
pleasure, thank you for allowing me to be in the mix these past 18 days, and I want to be a better
teacher because you are all inspirational, and if you can inspire me, you can inspire anyone.


Hoosier Writing Project Log – June 8, 2011 …


While I’m not a Trekkie, whenever I think of the having to record the day’s events in the HWP log, I think
of the word “log”, and I keep coming back to Captain Kirk on Star Trek and how every episode began
with William Shatner’s voiceover “Captain’s log, star date …” and it would lead into the episode’s events
and some sort of cunning on the part of Kirk, Spock, and McCoy to defeat an alien race that had in for us
Earthlings. What we don’t see are all those weeks and years where they just aimlessly fly around the
galaxy peacefully, most of the time, where some place deep inside themselves they want to fight the
Klingons. Kirk must have woke up most mornings thinking “Captains log, I’m going to spend the entire
day sitting in my large awkward chair in a middle of the control room staring at a large screen of the
galaxy hoping to see a planet pass by.” Most of his days must have started knowing the tedium that
would make up his day. On the other hand, I have nothing but hope for mine. I will learn things today to
develop critical thinking skills in my own students, in some way, they’ll use what they’ve been taught to
go off and with their own cunning and defeat their own Klingons.

Keeping the log has instilled hope within me, though up till a few minutes ago I was without it, as I sat in
front of the IT building enjoying the sun and morning before my HWP day began. Several undergrads
sat on the planters smoking next to signs that read “IUPUI: Tobacco Free” – if college students can not
or will not be able to process the meaning of what seems to me to be a relatively clear declarative
statement, then is my time really being well spent trying to teach them to read, write, and most
importantly think, maybe use whatever analysis they have made of the sign, “What has taken us so long
to ban smoking?” “How effective are signs in getting a message out?” “Why is something we know will
kill you legal anyway?” I don’t really care how my students use their critical thinking to make sense of
the world, just as long as they do. Our ability to think gives us our critical lens in which to view the
culture, society, and the most important one, our place in the word.

One last note, I will do my best to with the spelling of names and the names of authors, titles etc., so let
me know if you wish me to change the misspelling of your name, but that is the only editing that will
take place in this log, and I may not label the activities correctly, but I’ll do my best. Read into this -
there will be little revision. While editing is an important part of the writing process, it will take all my
free time just how to figure out how to post things o nHWP.org


8:30

Jusat then - Joe went over wikispaces and the keeping the daily log as I began keeping the log, and we
went over the significance of it, now the pressure is on, we’re in the final seconds of the game, and
like Lebron, I want to pass the ball off, but it looks like I’ve got to take the shot - Mavericks up 3-2.
A discussion followed on how to post on the Hoosier Writing Project Page – for example, the name of
an author in a read aloud. It does seem as simple to use as he says it does, but I’m a technophobe so
we’ll see – the pressure is building on me. Uploading and saving files also seems to be a breeze, thank
goodness for computers, that is, until they try to take over the world and instill one of their own as
the governor of California.

Steve shared the pass code for some secret kitchen– which I was told to keep a secret, the number is -
*&^%#, so I if this were Wikileaks, I’d tell it to Julian Assange for national security purposes.


Read Aloud – Karen began with an excellent point that it’s easy to underestimate the creativity and
writing ability of primary students.

She read from the book, If You Were a Kitten – I miss books with pictures, mental note, buy a picture
book, and have it read to me. I fondly remember sitting on the floor with the other kids in
kindergarten and it’s impact on me as a future reader, so I’ll ask my girlfriend later to read me one,
and in return, I’ll read one to her, and yes, I’ll use the appropriate voices.

One of Karen’s student’s wrote his own version titled, If You Were a Writer” – and he/she wrote “If
you were a writer, you can do anything. And you are a writer.” – pretty insightful for a little person.

Karen used the same idea – and wrote her own version of If You Were a Writer, and she also inspired
us through her vivid use of description.

She showed us another example of her students’ work, and she discussed the interesting idea of how
do we evaluate student writing, and again, it was so interesting, because young people are so
creative.

The discussion that followed had to with how picture books and how they can be utilized at all levels.
Effective writing includes pictures, because they can be narratives. Learners of all ages aren’t that
different and shouldn’t be taught all that differently. I just said something that was meant to be
insightful to the discussion – it wasn’t, but now on to a colleague, and the point is emphasized that
picture books have a variety of uses.

If I knew computers well enough – I’d add a picture here to illustrate the point, but I don’t, so now
back to the discussion …

Barney was hated upon during our discussion, sad, all these years later people still bash a purple
dinosaur. He was just trying to make the world a better place through song, “I love you, and you still
hate me.”

Steve complimented the group for the quality of the teachers in the room, and he wished politicians
could hear what we are talking about, but test scores are what seem to drive most conversations
involving education.

Back to the rats from yesterday’s reading – Steve still believes that the experiment didn’t need to be
done, and he told his daughters about it, and they had the same opinion. On the other hand, last night
I explained to a few of my friends about the experiment and then asked them if they wanted to go
swimming.
During the Break

Amanda is elated with being accepted to the Wikipage, which lifted her spirits since her Amish
breakfast casserole could have been hotter, though it received rave reviews.

Demo

I just found out that Steve is doing the Demo. Why couldn’t it have been one of my colleagues? No
offense. I feel like Luke Skywalker taking notes on Yoda, which would read, “I did a back flip, and he
lifted a spaceship from the swamp using his mind.” Here we go – by the way, that’s my second
reference to the science fiction genre, not a genre I like, but I can’t promise you there won’t be an
illusion to the Matrix before I’m done with today’s log.

His question – “How can multi-genre writing develop critical thinking skills.” – I’m interested in the
topic, so I hope I can stay focused on it and keep the log.

Multi-Genre Writing – which we’ll now call MGW, which I’m sure means something else in txt
language – OMG- MGW.

After a discussion of the benefits to the student of MGW – we were given samples to read.

The two pieces were very different in tone and style, as I’m sure we’ll discuss. Mental note - like
Cassatt did with Degas’ letters, I need to “burn” all letters from ex-girlfriends – the sooner the better!

The non-fiction piece gave me background on Cassatt, while Macdonald’s poetry created that movie
in my mind, which placed me within Cassatt’s country home.


Examples of genre – romance , biography, mystery, etc.
Genre’s are everywhere.
Form + Situation = Genre
Genres have expectations.

Genre as Social Action – Carolyn Miller (QJS)
Writing with Passion – Tom Romano
      Genre- a lens in which we view the world
      “Genre is a powerful but dangerous lens”

Bring in genre language into the classroom early in the year, this will open their eyes to “the big
French word” – but you need to do some background work.

Romano used this effectively with biographies, also, place, issue, argument, and he defends that you
can teach all you want to teach with a MGPaper.

Google – MGW online (as opposed to on your typewriter, you wait a long time for an answer when
you google old school) – teachers have done some great stuff – sometimes called “collage” writing.

In groups – “The value or importance of the arts in Education” is the topic.
My group discussed a variety of genres and the impact they have on that arts. Sorry this is vague –
but I was involved in the discussion. Excellent discussion – as I’m sure was the case with your groups.
We also discussed the impact of MGW in the classroom and gave examples from our own classrooms.

Steve then put on the board in front of the class under the heading.

“Unifying Scenarios or Frames for Topic: Importance of the Arts in Education”

Genres

Satire – like Swift’s ( I love my own satire lesson – which includes Swift)
Presentation – multimedia with music, which makes me think-

         *we need a song for the soundtrack of this lesson – “I Write the Book” by Elvis Costello – a
         song about the creative process.

Memoir Writing
        -connecting to the world
Drama –their story was uplifting – I may have teared up or I’ve been staring at the computer screen
for too long.

The story in my genre would be an example of a memoir – and it would begin with this line.

Like Kirk, I was a troubled child, but while we all know his story, one is which the ending is like that
of a Disney film with an imaginary bluebird landing on his shoulder, my life took a much more tragic
turn because when I came to the fork in the road I chose sports over the arts, so instead of having
become cultured, I have an aching knee to show for it.

My group chose a letter to a drama teacher.

When discussing our letter, we discussed the play West Side Story, and I just thought of Tony getting
knifed at the end – and suddenly I am sad, and I am reminded of the ill effects of love.

My group has written a moving letter, which could be published as the introduction for Tuesdays with
Morrie.

I wanted to make our letter similar to The Catcher in the Rye in which it has been written by an
institutionalized young person, but my group went another direction, of course, my direction must
mean I’m still a little upset by the death of Tony.

Genres chosen by the groups (and the play or movie in which Kirk found himself):

Letter to probation officer. (Richard III)
Review of high school play (West Side Story)
Letter to the drama coach (Grease)
Memoir – student reflection (monologue – Coach Carter)
Eulogy (A Streetcar Named Desire)
Steve pointed out how effective the assignment was, and that it was also fun. He showed us an
example of a literature based MGW assignment.

It was pleasurable to hear the writings of each group – a job well done, and I am no longer saddened
by Tony’s death, the glass half full in that now Maria is single – always look for the silver lining.

Steve made the point that it was ok to use other’s writings, but we make sure students include some
of their own writing in the assignment.

Joe shared with the class a sample of a student’s paper in which MGW was utilized, very effectively to
gain his objective.

Steve was then done – MGW: which now stands for “My Goodness – Wow!” He clarified how criteria
can be created for what teachers look for in the MGW assignment and how it could then be graded. It
is also less daunting than the traditional research paper.

Steve then just stepped aside – a cheesy 80’s rock ballad was brought up – maybe our song for this
lesson should be “Every Rose has a Thorn.”

We went on to discuss what an MGW could be used to replace. Steve then broke the rules and
inserted during our time – Joe may have talk to him about the rules – which have been erased from
the board.

The discussion brought up many good ideas to consider when developing a MGW assignment.

The quote that I pulled from our discussion that will work to sum it up “ MGW assignments allow
writers a way to find their voices.”

We applauded Steve – well deserving, and I don’t just say that because he signs my check, and he
added Kelly Gallagher as an author of interest in creating rubrics for MGW assignments.

11:20 Break

Amanda is still excited for being accepted to Wikipages, though the coldness of the casserole weighs
heavily upon her.

Discussion of our Research Topics

We are told to take out blank paper – Joe said we could leave paper in notebook if it was o.k. for
others to touch our notebook – maybe when I get to know you better, but for now, no one touches my
notebook, mental note, buy notebook, and of course, burn letters.

Steve just gave my research question the nod, but I don’t believe him and I think he was just being
motivational.

What we’re doing is called Q-A-D
Q – question
A – answer
D – discussion

Papers are passed around a circle and we offer brief answers to the questions on the top of the page –
we were allowed to offer clarification to our own question.

The next step was the “D” part – I now entered the conversation and discussed the Q & A.

Papers are exchanged- a Q is now asked based on the discussion.

The process then repeats itself – you are now on your own as to how to utilize a Q-A-D.

I’m now thinking of how to utilize a N-A-P because this logging is exhausting. I’m going to email an
environmental group later and get a bumper sticker that reads “End Logging” – and then people will
think I’ve gone green – and not just tired with the taking notes.

We then got back our original and by doing the Q-A-D, and we’ve “had conversations with many
intelligent people.”

Idea (writing prompt) – Letter to a Crush – “Dear ______ ?” I will not tear the scab off this cut, so I will
have to go back to my own writing.

Lunch – 12:15

*meet with groups 2:45ish

The time was utilized unsuccessfully to write – I typed a lot of words – few meaningful ones – I may
have done more damage to a piece I was working on than good – hopefully, I’ll make changes during
the revision stages – see I do revise at times, but again, not on the log.

I was tired from working on this log and my own piece, so the only way to make it through the next 6
hours of my day was to buy some crap out of a vending machine – today it was Diet Coke, a little
caffeine goes a long way when you don’t have much processed sugar in your diet.

What I found puzzling was why was there a vending machine filled with Yoohoo? Do college students
drink it, if so, why? Or is this something that I.T. people drink, I speculated with a classmate that
maybe it mixes well with Red Bull, not to generalize about those that work in the technology field,
but it used to be Mountain Dew, now it might be Yoohoo.

Had I not committed to another area of inquiry for the writing project, I might explore this Yoohoo
phenomenon – it’s chocolate milk in a can – what is anyone thinking that would drink this? And
maybe I could see one person drinking it, but why a vending machine full of it – who decides how the
machine is stocked, or maybe it’s some brilliant I.T. student who hacked into the inventory ordering
spreadsheet and now has his own supply. I’ll post it on Wikispaces when I get to the bottom of it –
this has now become my new conspiracy theory, it was time to move on from the moon landing
anyways.’

3:10 Meeting

Steve told us to enjoy our time to write during the afternoons – it will be over before we know it.
Shari shared from her literacy autobiography - and while I enjoyed her reading and it made me think
of how influential a parent can be on us as writers. It ended with a teacher not even reading her work
that she had been so proud of – mental note, at least pretend to read student’s work – it is really
important for students to receive genuine feedback.

Daniel then shared from his literacy autobiography – he took me back to a happier time in my own
life – his piece explored the effect literacy had on him and how he found his way into teaching.

Steve wrapped up discussing our meeting on Friday – and Mary will present her demo tomorrow.

It’s time to make my choice on whether to leave the Matrix (told you I’d find a way to get it
mentioned – but I can’t remember how Keanu made his choice – it was swallow a pill or take a ride in
a phone booth back in time), and I’ve chosen to get on with my day.

Good luck to you with your logging experience.

*analytical research paper outline developed from the comment “River’s flow and women flow”


          A River’s Menstruation as Means of Male Self Discovery in Twain’s Huck Finn

Thesis: The Mississippi River is a symbol for the male journey to self-realization, as evidenced by
Huck and Jim’s behaviors on their journey.

   I.      Huck’s dead mom (“wild” child)
   II.     Miss Watson – (civilized)
   III.    Straw Mother – (control – escape)
   IV.     Jim’s Mom – (freedom)

Conclusion – True male self-discovery can not be achieved without the influence of women.

*poem written from the lesson on poetry mash by myself and Heather McFall

Poem for Nobody – Bukowski
Like Lilly Like Wilson – Mali

Poems for Like Nobody

An apprehension for the poem
that will change the world
Death of the recovering “like’ addict
Mad armies attacking
Like lilly like Wilson,
a like free zone.

Old shoe half forgotten
Like lilly Wilson at my office door.
Voices that once said
Homosexuals shouldn’t be able to
Adopt children.

The hungry mouse with beautiful eyes
Changes before your varies eyes
The angry the empty the lonely
I think I’d like to
Switch sides away from
Museums of fear.

I want to say,
You make me feel like a teacher
Giving us our daily dread.
Feel more than that a
Hammer to the brain

The word like
A bouquet of blood
Or even that minds are like parachutes
That fool that fool us
Like an elegiac tune.

Lilly like I am so like impressed
With you
In a dream of giant
Sea turtles with strange
Words carved in
Their backs.


* a prose poem developed from Jay’s demo on metaphor

Railroaded

Our love is a decaying
railroad track.
You are John Henry
with a ghoulish heart.
A bloody love creating
the train wreck from
from which my innocence
never escaped.
Corrupted emotion
forged in the hands
of my indentured Chinese servitude.
No joyful springtime
of long forgotten schedules
for trains that travelled
to nowhere.