I just received word I will be teaching 9th and 10th grade English this coming year and I'm looking for a replacement for Huck Finn in our 10th grade curriculum. I taught the book once before during a subbing position (at my current school) and the kids HATED it. They didn't understand the irony, they hated the "n" word (I work in an inner city district) and basically just took nothing from it. After reading they couldn't even summarize the plot- the language threw them off. I am not the only teacher to complain- basically everyone in the English department wants to abandon this book. What else could I replace it with that would keep a similar theme of irony? Any suggestions? Thanks!
Instead of abandoning Huck Finn, why not brainstorm the best way to introduce the novel, and the way kids can relate to it. The themes should be applicable and relevant to even today's youth. Within that you can discuss all the literary devices and teach about the literary period, Twain, etc. Good luck!
High school English teachers can counteract the product-oriented influence of the education system, which does not allow for in-depth self-analysis and revision of writings, by assigning a final paper about the student’s own evolution as a writer. The paper would require that they cite examples from their own previous works as evidence of their progress. I call this the “Introspective Analysis of Writing Progress” essay, which doubles as a comparative literature paper.
Using literature THEY have created, students can find new meaning in the typical comparative essay, by comparing their skills and style from one essay to another. They could address issues such as: [click below to continue reading]
Average paragraph when typed in MLA, APA, CMS, and GPO (Government Printing Office) is about 1/3 to 1/2 a page. That's double spaced, 1 inch margins, 12 font. Again, average!
We can get 2.5 to 3.5 paragraphs per page (typed in one of the standard formats). The average is 3.
The minimum length for an essay, by definition, is 3 paragraphs (intro, body, conclusion). Students actually write many of these in other classes for essay questions.
The maximum length for an essay, by definition, probably is infinity, since technical books are actually examples of essays.
I keep this concept as my backup - when students and I are getting overworked and behind. I can and sometimes do give them 3 paragraph assignments.
We seem rather organized around 3, 5, 7, 9 paragraphs, and then we switch to round numbers: 1000 words (that's a short research paper, in my opinion).
In my Freshman Comp. I courses, here are the word lengths: E1: What I Bring to ENG 1113 (500 words) E2: Howard Gardner's Multiple Intelligences and Me (700 words with 3 quotations and works cited page) E3: Book Review of Steven Covey's 7 Habits of Highly Effective People (600 words with 2 quotations and works cited page) E4: Machiavelli, Rousseau, and Jefferson: Opposing Views of Government (500 words) E5: A View of Nature (students choose among Darwin, Carson, and some other essayists) 800 words E6: Will be our final exam - probably on Plato's Allegory of the Cave, will be 500 words.
I tell my students: If you have 3 typed lines of text, and the only punctuation is one period, then you have a MAJOR problem with punctuation - find it and fix it.
I've also been known to do some word counts, and then tell a student, "For now, don't write a sentence over X words long. When the sentence is that long, you're probably going into run on sentence territory - stop and look for the period!" If I can break a student of the dreaded run on, and make him or her understand the concept of sentence length, at some point the student will say, "This sentence MUST be longer! What can I do?"
BTW, at our college, we teach library skills and MLA format in Comp. 1 which culminates in an annotated bibliography assignment (great summary practice). I go just a little further and have the students include some quotations in their essays. In Comp. 2, we assign a formal research report. I tell my students the goal is about 1200 words, but I'm more concerned with content, style, grammar and number of quotations/sources than specific length. Papers averaging A and B usually come in at 1200 to 1500 words. The assignment requires 9 quotations (3 from source, 3 from at least 2 different articles, 3 from "other" sources such as websites, Bible, interviews); the average seems to be 12 - students tell me they MUST put in more to prove their points.
Later this month, I'll be meeting with some teachers at a local high school to explain what we're doing in the English Department at our college. My postings here are short explanations of what we're doing in the courses.
Have a question? Feel free to post! I'll try to respond.
If you absolutely HAVE to read, then use different strategies.
Try jigsaw reading - each student takes a sentnce and has to keep fluency and meaning.
Have them read in small groups and hold them accountable with a swift response task at the end, demonstrating understanding, comprehension or interpretation.
Try monk reading - process, in silence, around classroom like monks reading a bible. When passage is complete, sit at desk and complete assignment (brief response as before).
Silent reading in small group, with check questions every four minutes.
There are various strategies on the net, take a look. Good luck
Helen H. Gordon, M.A., Ed. D.On 9/12/12, Lady J wrote: > The 8th graders that I teach English, Literature, and > Writing to say that they are bored in class. they like > science because of the hands on, social studies because she > can show films. But LA and math are boring. > I have them for an hour 4 days and 40 for one day. There is > a lot to cram into th...See MoreOn 9/12/12, Lady J wrote: > The 8th graders that I teach English, Literature, and > Writing to say that they are bored in class. they like > science because of the hands on, social studies because she > can show films. But LA and math are boring. > I have them for an hour 4 days and 40 for one day. There is > a lot to cram into the time. I have to spend a lot of time > with them in English to grasp a concept. In Literature, we > use a text book and spend a lot of time reading and > discussing as a group. Their abilities are such that they > need a lot of guided help. They do not do well in small > groups in any class. > What can I do to make it better? The English games I find > are too simple. Suggestion: Have your students watch the film "Anonymous" by Roland Emmerich and discuss the topics suggested by the contest sponsored by the Shakespeare-Oxford Society. Have them write essays for the contest (see below) which has several nice cash prizes. Contact for additional information: [email removed]]
Hi, friends -- Could really use some help with this research project. Needing 1,000+ high school ELA teachers to take a survey regarding high school grading practices. This is IRB approved -- information on the first page of the survey.
Needing....fun and effective ELA websites for students to access during computer time. They have worked on LA Pass in preparation for upcoming state assessment but need a change.
Too, our entire school district is doing SAT vocabulary type words from 4th-12th grade. I spend two weeks on each unit ensuring that students understand the word, part of speech, synonyms, antonyms, and how to use the word in a sentence.
I have pretty much dissed the proofreading activity at the beginning of class and have begun doing mini-lessons capitalization, usage, punctuations, and spelling lessons, so we can get to working on writing. I ask that students apply the mini-lessons into their writing, so I can see that they have a true understanding.
On 10/03/12, Sara wrote: > On 9/29/12, 78sms wrote: >> I am needing advice on how to structure my middle school >> ELA classroom. I have each class for 50 minutes. I am >> responsible for teaching SAT words along with grammar and >> writing. Usually, I start out each class with a DOL >> (proofreading) activity then lead into my vocabulary unit >> study, which I spend two weeks on. I'm having a difficult >> time managing my grammar and writing. I find myself >> spending more time on grammar rather than writing. >> >> Any advice on how to better structure my day? > > > If they don't write, what's the point of the grammar? I'd cut > back on the grammar instruction - is their grammar horrible?? > If not, I'd definitely cut back on the grammar. Invest that > time in writing instead. > > Have you found that having them proofread improves their > writing? When they write, do they miss small errors in their > work. Why do you have them proofread every class? Is this just > a way to settle them? Why not settle them with a writing task > instead? > > What do you mean you spend two weeks on SAT vocab? Two weeks a > month?
Sam JI think if you click on my e-mail button, you can send me an e-mail. It may go to my junk mail, so let me know. I can send you my freshman syllabus and course outline.