VIEWS: 20 PAGES: 20 POSTED ON: 4/29/2010
Multigenre Paper Sandra Wilson and Chris Little May 27th 2003 May 20th 2003 Jackie Glasgow, We are excited about writing a multigenre paper. We decided to write our multigenre paper on our research of this topic and our experiences exploring this topic with our students. We believe that it is necessary to start small and work our way up from there. We wanted our students to have successful experiences. To be successful we knew that we needed to break the paper down into manageable parts. We started by gathering information. Our starting point was Tom Romano‟s book Blending Genre, Altering Style, Writing Multigenre Papers. Romano‟s book says that a multigenre paper arises from research, experience, and imagination. It is composed of many genres and subgenres, each piece, self-contained making a point of its own, yet connected by theme or topic and sometimes by language, images and content. We also did an exploration of the Internet to see just what was out there. Exploring the topic with our students gave us a unique perspective. We understood the problems that the students were having and could anticipate many of the questions. . Our theme will be making connections. Writing a multigenre paper is all about making connections. It seems to me that that is what we really want students to do anyway. We need to teach students to make connections among science, citizenship, writing, and reading, and ultimately connect the things that we learn to their every day lives and whatever job they have. Students always ask when will I ever need to know this? Writing a multigenre paper will maybe help students make those connections will answer that question. The students will use each genre as a lens to examine life. By using a variety of genres they will avoid the danger of looking through only that one lens. All in all, we would say that writing a multigenre paper was a successful experience. We really just began this process with our students in a very structured step- by-step kind of way. We are looking forward working further with our students on multigenre papers next year using the Zindel novels in the seventh grade and Sharon Draper‟s Tears of a Tiger in the eighth grade. The students were responding to literature in a new way; they got excited about reading! The students learned and were successful. We were responding to literature in a new way and got excited about teaching. Excitement is contagious. We also came away with lots of new ideas to try next year. Thanks, Sandra Wilson and Chris Little Journal September 25, 2002 Students have been reading a play called Choices. The play is an exploration of adolescents, their lives and what is important to them. Maybe students can relate this play to their own lives and write a monologue. They could write their monologues, read them and perform them much the way that Choices would be performed. October 13, 2002 It would be interesting to write a multigenre paper on one topic. I know that is the intent. But, for my students I think I will spread it over several pieces of literature. This facilitates my exploration. Maybe it will help the students to make connections between the things they have read. The connection that I see between these two activities is the exploration of character, not just the character in the book but the student‟s own character, exploration of self. October 8, 2002 The next activity I want to try with the kids is the Poem in Two Voices. The students seem excited about the idea but are unclear where to begin. My classes are reading And Then There Were None by Agatha Christie, A Wrinkle in Time by Madeleine L‟Engle and Flowers for Algernon by Daniel Keyes. I always individualize my reading selections to the reading level and interests of the class. The great thing about trying this multigenre paper is that it will work with all the classes, no matter what they are reading. I can individualize with out having three totally different plans. October 10, 2002 Students are having trouble knowing where to place their lines. Lines that are said together need to be on the same line. Typing this is difficult. I am having some trouble with it myself. This is a good activity for character development. Students are looking more closely at character development and character motivation. They are also making connections between themselves and the characters. I decided to give the students a choice they could write the poem between two characters or between themselves and a character. Both ideas seem to be working. March 24, 2003 I have discovered a wonderful novel written in a multigenre format. Tears of a Tiger is a powerful book written by Ohio author Sharon Draper. The students are enthused about reading it. Tears of the Tiger is an example of fictional writing multigenre writing. This book can serve as an example of multigenre writing that students can, read, respond to and model. March 26, 2003 We will start by writing a dialogue between two of the characters in the novel. The students will write some monologue or dialogue based on the information in the book but will go beyond what is written to speculate on conversations that might have been. They will make connections that aren‟t spelled out. The following are choices for student performances. Student Handout 1. Andrew Jackson has one last conversation with Robert Washington. What would he like to tell him? What would he ask him? 2. Robert Washington comes back to give a message to Andrew. What would he tell him? What would he tell him what would he ask him? 3. Andrew and the Coach are talking after the first winning game since Robert‟s death. What is Andy thinking? Why was he late for the game? 4. Tyrone and Rhoda are talking. Tyrone confides in Rhonda. Their relationship develops. They become friends. 5. Monologue – Robert Washington. What does he think about what is happening since his death? Does he blame Andy? Does he take responsibility? 6. Monologue – Andrew Jackson – How does it feel for him to get up and go to school every day and face his classmates? What is he thinking? Feeling? 7. Keisha and Andy are talking about things in general and the accident. How has their relationship changed since the accident? How is Keisha trying to help Andy? What is Andy telling her? 8. Rhonda and Keisha are talking. They are discussing their boyfriends, Tyrone and Andrew, the accident, and things in general. 9. Gerald and BJ are talking. Are they suffering from survivor‟s guilt? What do they have in common? They discuss the accident, things in general, and how they are dealing with things. The students actually seem excited about the script. They are writing their own and will perform them in two days. Austin asked me to write a script. “Hey Mrs. Wilson, If you write a script, I‟ll perform it with you. This assignment has gotten a positive response from my students. Sample Script Script between two Hazelwood students in the courtyard before school written by S. Wilson. Yvonne- Can you believe that Andy‟s back in school already? Vern – I thought he‟d take some more time off. Actually I didn‟t think they‟d let him come back. I thought the courts would charge him with vehicular homicide. I‟m surprised that they didn‟t. Yvonne- Do you know who painted KILLER on his locker? Vern- I think it was Alex. Alex lost his sister to a drunk driver last year. He‟s still really angry about it. I saw red spray paint in his locker. Yvonne – I heard someone spit on Andy from the top of the stairs. Vern- Yah, boy, I‟d hate to be Andy. You know after prom last year, a bunch of us went out drinking and cruising around. It could have been me behind the wheel of that car. Yvonne- Yah, Vern, but you were careful. Vern – Maybe Andy was careful too. But when you‟re drinking man everything looks different. Yvonne- I don‟t know if I could live with the guilt. Even Andy didn‟t intend to kill Robert. He has to live with that for the rest of his life. Robert was Andy‟s best friend too, and now Andy even has his position on the team. Vern- You know I don‟t think Andy‟s parents even care. They weren‟t at the game last night, and I heard that Andy almost didn‟t come. Yvonne- Robert‟s parents were at the game. That must have been hard for Andy playing Robert‟s position with his parents watching. Vern – What happened to Andy, Robert, BJ and Tyrone is bad all the way around. It looks like they „re all going to need our support right now. Yvonne – I only hope I know what to say to him. Vern - Maybe we don‟t have to say anything. Just be his friend. March 30th A man shrieks in pain crying to the universe. Panic is abrupt. This is a quote from Tears of a Tiger. Students could respond to this quote as a formal essay, in stream of consciousness, with a picture, with a poem or some other genre. Response to quote: Pain happens to each and every one of us at sometime in our life. Life is not so much about what happens to us as what we do with what happens to us. Pain is inevitable, but suffering is optional. To me panic is a reaction. Today I want to learn how to respond and not react. When something bad happens to me, my initial reaction is panic. But if I take time to think, I can respond in a more reasonable way. Often times for me this is a process. I have friends who listen, understand and do not judge. I need to avail myself of these people. Andy had people who were there for him. He reacted and made the wrong choice. May 4, 2003 There is a wonderful essay in Tears of a Tiger on pages 33-34. If I Could Change the World Gerald‟s English Homework November 29 Gerald Nickleby English Homework November 29 Personal Essay Topic – If I Could Change the World If I could change the world I‟d get rid of peanut butter, Band-Aids and five-dollar bills. I know this sounds like a weird list, but I got my reasons First, I‟d get rid of peanut butter. When I was little, peanut butter was my favorite kind of sandwich. Mama would fix it as a special treat and it always made my lunchbox smell good. But Mama left and the peanut butter stayed. We get it free so there‟s jars of it sitting around. Sometimes that‟s all there is. It sticks to my teeth and it seems like it sticks my bones together- it always makes me feel clogged up. I‟d also get rid of Band-Aids- for two reasons. One, They‟re beige. They say on the box, “skin-tone” is the color of the bandages inside. Whose skin? Not mind! So I HATE wearing Band-Aids because they are so noticeable and people always say, “How‟d you get that cut, or that bruise, or those stitches?” And I always have to make up a reason about how I hurt myself. When Andy came back to school after the accident, he was wearing a bunch of Band-Aids. At least it took the attention away from me for awhile. But I‟d still eliminate Band-Aids- at least beige ones. Finally, I‟d get rid of five-dollar bills. With a five-dollar bill, somebody‟s stepfather can buy a bottle of whiskey, a nickel bag of pot, or a rock of crack. He smokes it, or drinks it, and goes home and knocks his kids around or his wife (before she got sick of it and left). He makes his kids wish they could leave. The next morning he doesn‟t remember what he did. With a five-dollar bill, Andy and the guys bought a six-pack of beer. They ended up buying five dollars worth of death. It seems like all a five-spot can do is buy trouble, so I‟d get rid of five- dollar bills. So, To make my world better, I‟d get rid of peanut butter, Band-Aids, and five-dollar bills. If I Could Change the World Sandra‟s English Homework November 29 Sandra Wilson English Homework May 6, 2003 Personal Essay Topic – If I Could Change the World If I could change the world I‟d get rid of fleas, tardiness and I‟m sorry‟s. I know this sounds like a weird list, but I got my reasons First, fleas are the bane of a dog‟s existence. They cause set up housekeeping on my pet‟s back, or ears or nose and make them miserable. They literally suck the blood out of them. I try to kill them. When I find one and put it in a Kleenex, it just crawls away. To really kill them you have to squeeze them till they pop and blood squirts all over the place. Fleas carry disease and are expensive to get rid of. When you find one flea that means there are a 1,000 you don‟t see. I can‟t think of one positive thing about fleas. The world would be a better place without them. There is no excuse for tardiness. If tardiness didn‟t exist think of all the extra time we would have. There would be no waiting in doctor‟s offices and dentists office. There would be no waiting at all. I spend at least one hour a week waiting; that‟s 52 hours a year, 2 1/6 days. That‟s 156 days over an average life span of 72 years, and one hour a week is a conservative estimate. The time I spend waiting could be used to write a novel, take a walk, talk on the phone or invent something. Without tardiness the productivity of the world would increase tenfold. I‟m sorry are words that come too easily to the lips for some people. They forget an appointment. Hey I‟m sorry. They hurt someone‟s feelings. Sorry about that. They interrupt a conversation. Sorry. But what happens is nothing changes. They next week they forget another appointment. Oh, hey I‟m really sorry. Did I hurt your feelings? Sorry again. Sorry to interrupt but. Without the words I‟m sorry, maybe people would have to amend their behavior. I‟m sorry is meaningless without changed behavior. In fact, I‟m sorry is disrespectful without changed behavior. So what do you say we get rid of fleas, tardiness and never again say I‟m sorry? Reflection on a Lesson -Chris An alternative method for teaching the story format, which provides students with a structure to use to evaluate and/or discuss fiction stories in any media, is the “Chain of events” which activates the logical, mathematical and visual intelligences and visually displays the story elements and events in the order that they occur. This “story mapping” technique uses different colored paper links to hook the story together and to describe the introduction, rising action, climax, falling action, and resolution segments that are integral to all stories. Students summarize various events on the paper strips as they encounter them in the story. Therefore, they are involved in the text as they read. Students visually experience not only the placement of the specific colors, and therefore, segments of the story, but they easily observe that the segments are of a variety of different lengths. Further, students are able to connect the elements of the story they described visually to other stories, movies and even television shows that they have enjoyed. Classroom discussions reveal that students are better able to discuss examples of literature when they have the tools to identify the parts by the names associated with the colors used in the chain. By providing the visual cues to accompany the discussion of the elements of a story, I gave focus to their summarizations of various segments. Each time we stopped to summarize a key happening in the story, students were aided in isolating those portions of the event that should be included in the written paragraph on the colored strip. A colored paper link chain of events becomes a valuable addition to the multi-genre portfolio. Introduction green Associate color with green light; green means “go” Rising action yellow Complications develop, associate with caution yellow climax Red Most critical point of story, point after which nothing is the same. Associate red with danger. Falling action Orange Loose ends are tied up. The readers’ questions are being answered. Resolution blue Associate blue with calmness and the conclusion of the story and the calming down from previous excitement Reef of Death Part A- Chris Little Aesthetic Response Create a Haiku Poem Purpose of the lesson: 1. To activate the verbal/linguistic/intrapersonal intelligences 2. To review and practice using adjectives and phrases to enhance written expression 3. To explore the poetry genre Materials: 1. Chart paper for brainstorming 2. Reef of Death by Paul Zindel 3. Haiku writing guide (attached) 4. Art paper and coloring supplies Procedure: 1. Brainstorm adjectives and verb, adjective and adverbial phrases to describe the creature in The Reef of Death. This can be a progressive activity and as a form of review, adding to the list as the reading of the novel progresses. 2. Encourage references to the fear evoked by the creature’s presence and attacks and by the losses experienced by the characters as well as physical descriptions of the creature. 3. Use the attached guide to develop and write an original Haiku poem. 4. Edit, write in final copy form, illustrate and practice reading orally poem Evaluation: Peers listen to, appreciate and positively critique classmates’ poetry. Reflection on a Lesson -Chris Haiku poetry combined with an appropriate illustration was the intended lesson. Who wouldn’t find it a better way than a paragraph to do a character sketch? Apparently a room full of male struggling readers! Boys and poetry Like oil and water mix Rather pull out teeth! Thanks to my neighbor For laughing at my surprise That class was a flop. Next time I will sneak Poetry into the class They won’t even know! Surprised they will be When at the end of the day, Haiku is complete. Look! Teacher will say. See what you have created? You wrote a Haiku! Why was it so scary? (To be used before chapter 3) In this box, sketch one of the scariest occurrences in your life. Where did this take place? _______________________________________________ When did this take place? ________________________________________________ If you were with someone else, who were you with? __________________________ Were they as frightened as you were? _____________________________________ What was your first reaction? _____________________________________________ What were some of your physiological responses? ___________________________ ____________________________________________________________ ____________ What did you do next? ___________________________________________________ How do you feel about this occurrence now? ________________________________ ____________________________________________________________ ____________ Why do you think this was so scary at the time? ____________________________ ____________________________________________________________ ____________ Dialogue Between a teacher and a colleague Colleague- You want them to write a what?!? Teacher- A multi-genre paper. C- It sounds like some sort of a disease. T- First we will determine the focus of their exploration. C- You talk funny T- We will explain it to you better in an opening piece…perhaps as a letter to the reader…I’ll have the students give any necessary background information in that piece. C-You mean, like an “introductory paragraph?” Brilliant! Someone should have thought of it before now! T- Are you being sarcastic? This would be far more engaging than an introductory paragraph! Maybe it would make you actually WANT to read the student’s work! C- Student papers aren’t supposed to be exciting. They are supposed to be well-written, grammatically correct and thorough. T-How many times have you read a paper that was more of a regurgitation of an encyclopedia? Not technically plagiaristic of course… Did you ever ask a student questions about their subject and find they had a difficult time answering them? I am suggesting a format that encourages the student to learn and then to work with and manipulate those ideas and to create a presentation of what he or she has learned. Kinda like “real life!” C- You are asking kids to THINK?!?! T- Wild idea. Huh? Reflection on a Lesson -Chris Good readers are able to make connections between the text and personal experiences or events they have experienced by reading other fiction or nonfiction materials. Struggling readers require guidance in forming these connections to ensure that the story finds the necessary cognitive “hooks” to make the reading a meaningful and enjoyable experience. As they usually also possess inadequate ability to express themselves in writing, the combination of illustration and a guided writing experience encourages them to activate their memories and evaluate the experiences they have had which in turn heightens their involvement with the text. The results are more enthusiastic readers with greater comprehension. This held true when I used this lesson. This guide challenged my students to explore a memory with a common and easily accessible childhood theme. It also generated enthusiastic classroom discussion, thus activating a variety of learning intelligences. Having guided them in recalling the proper schemata, I could ask them to put their experiences in writing. Even though their writing was characteristically brief, it was on topic and genuine. This was a valuable activity and would be a valuable addition to the students’ multi-genre portfolios. Why was it so scary? In this box, sketch one of the scariest occurrences in your life. Where did this take place? _______________________________________________ When did this take place? ________________________________________________ If you were with someone else, who were you with? __________________________ Were they as frightened as you were? _____________________________________ What was your first reaction? _____________________________________________ What were some of your physiological responses? ___________________________ ____________________________________________________________ ____________ What did you do next? ___________________________________________________ How do you feel about this occurrence now? ________________________________ ____________________________________________________________ ____________ Why do you think this was so scary at the time? ____________________________ ____________________________________________________________ ____________ Bibliography Romano, Tom (2000), Blending Genre, Altering Style: Writing Multigenre Papers. Portsmouth, /NH: Boynton/Cook Publishers. http://oz.plymouth.edu/~megp/test/multigenre.htm Draper, Sharon (1994), Tears of a Tiger. NY,/NY: Simon and Shuster.
Pages to are hidden for
"Jackie Glasgow_"Please download to view full document