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High School English Teachers Chatboard

American Literature for Hispanic Students

by Beccie Price

Jun 4, 2013

I have just taken a job teaching English III, American Literature, in a school that is about 55% Hispanic, most of them immigrants. The English II teacher told me that the students have a difficult time relating to much of American Literature. I am searching for ideas and would welcome any suggestions or ideas.

view previous comments

Very Veteran Teacher As an English as a Second Language teacher, I am delighted that you want to try to make the curriculum more accessible for your Hispanic students. There can be many variables as to the problems students are having with American Lit. Providing background material can help, but please consider the vocabulary in the reading selections, too. Much of th...See MoreAs an English as a Second Language teacher, I am delighted that you want to try to make the curriculum more accessible for your Hispanic students. There can be many variables as to the problems students are having with American Lit. Providing background material can help, but please consider the vocabulary in the reading selections, too. Much of the literature students read is filled with allusions, slang, dialect, idioms, etc., that are incomprehensible to students whose first language is not English. You can frontload vocabulary before assigning a selection, and you may be surprised at how much it can help even native speakers of English. I agree that the idea of small reading/discussion groups can work well. If you put Hispanic students with accepting native speakers, the Hispanic kids will be more comfortable asking about vocabulary and references to a history and culture that means little to them without background material. Many Hispanic kids can not read well for various reasons. If they spoke limited English or no English when they started elementary school, well-meaning teachers may have pushed them through with passing grades when they didn't know how to help these kids learn to read. Even those children who were born in the US and have spoken English all or most of their lives, may not have been ready to learn to read. Parents who can't read in any language or can't read in English may not have read to their young children or provided them with appropriate reading material at home. You also can differentiate assignments. A student who has limited proficiency in English may need to list, write phrases or simple sentences, compare ideas or characters by creating a Venn Diagram, draw pictures to express ideas, etc. We frequently remind classroom teachers that their job is to present material and to assess based on the abilities of individual students. You can't expect a student with limited proficiency in English to answer an essay question, but he might be show you how well he understood the plot if you give him a list of statements, written in simple, basic English, about the plot and ask him to put those statements in chronological order. I realize these ideas will require extra work and time you don't have, but with a little experience in differentiating, you will learn to anticipate problems and will be able to adjust your teaching/assessment techniques without feeling overwhelmed. If there is an ESL/LEP/EFL teacher at your school, he or she should be able to help you and give you specific ideas for accommodating your students based on their linguistic abilities in English and in language in general. I teach in a pull-out program where I teach students in small groups in elementary school and middle school and help them individually with classroom assignments at the high school level. I also work with classroom teachers and provide training and support for modifying work to accommodate their students. Thank you for opening this discussion.

On 6/14/13, Teri wrote: > It does depend on what your goals are for the course. In my area, > English III is meant to survey the literary periods of American > Literature; i.e., we are meant to read works representative of each > of the different time periods from Native American through Post > Modern. Choosing only modern, multicultural literature isn't an > option. From this perspective, I try to choose the most interesting > literature from each period and then try to make it interesting and > accessible to the students. Providing the students with background > knowledge,among other strategies, does help with this.

Aug 5, 2013

marjoryt I teach American Literature online in the college setting. Here is some support for your students:

Ask the students to create a 1 page list of what their grade, culture, and community finds important. Don't give them much help - this should be their list. Make this a poster and give each a copy for their binders. As they go through the sem...See MoreI teach American Literature online in the college setting. Here is some support for your students:

Ask the students to create a 1 page list of what their grade, culture, and community finds important. Don't give them much help - this should be their list. Make this a poster and give each a copy for their binders. As they go through the semester, ask them to measure each work against the list - does the work match, miss, strike new ground. Periodically ask the students to group write paragraphs reflecting - are they finding new ground or affirming an element of humanity or being a Christian or being an American.

1) Look for the letter Christopher Columbus wrote to Ferdinand and Isabella - he's complaining (politely) that they aren't keeping up their end of the bargain.

2) For MOST of major works, you'll find YouTube videos and/or audio versions of the work. Find them! If you can't find them, record them yourself. Ask the students to read the text while listening to the audio version. My students tell me this is excellent help while dealing with the early modern English of the Puritans and John Smith.

3) I always give my students the background of the status quo and then how the writers were opposed to it. This is particularly important for the Puritans and the Transcendentalists and the Realists.

4) The Civil War, World War 1 and World War 2 eras will be really weak in literature. That's because so much propaganda was going on. You should expose the students to that. There is great material for World War 1 and 2 especially - cartoons, music, movies.

5) Make sure you cover writers of the state.

More ideas/authors/concepts my students have enjoyed: 1) Lincoln gets covered - he's the common man writer. Show the opposition - Jefferson Davis was considered the more highly trained and effective writer (during the time period) - find his letter resigning from the US Senate. 2) Use John Smith as an example of self-promotion. 3) Use the Mayflower Compact as the introduction to the Puritans. 4) The Crucible and Young Goodman Brown are NOT representative of the Puritans. Use Anne Bradstreet and look up Mary Rowlandson (full text online). My students don't like Johnathan Edwards to read, but they will listen to the online version. 3) Disney version of Sleepy Hollow is on YouTube. My students love it. 4) Disney versions of Paul Bunyan and other American tall tales are also there - they love them. 5) Always ask the students - do they "like" the protagonist? Are they "supposed to always like the the protagonist - no this is literature for adults - there isn't always a happy ending. 6) Young Goodman Brown - looking for evil and he finds something 7) Pair Frederick Douglass with Harriet Jacobs 8) For the 1960s I have the students examine poetry and music. 9) For the 1970s and 1980s I have the students examine movies. 10) For the 1990s and beyond, we look at anime, animation, and the internet.

My favorite Puritan assignment - I provide a list of the Puritan beliefs, then ask the students to find examples within the works they've read.

Aug 22, 2013

Great for Character Study

by Mrs. S

Jun 6, 2013

Hey everyone,

I started using this "Fakebook" profile template this year for character study and my kids loved it! I thought I'd share it with you so that you can use it next year, too.

Best,

Mrs. S

How to Write College Application Essays

by Janine Robinson

Jun 6, 2013

Hi, I know a lot of English teachers are trying to help their juniors get a start on their college admissions essays. I'm a credentialed English teacher, former journalist and writing coach who writes a blog packed with advice, tips and other information on how to write in a narrative style. I thought you might it helpful--especially if you would l...See More

Curriculum Schedule

by Kim Rauser

Jun 18, 2013

I am in my 4th year teaching, and I know that I should already know this, but I don't. And, I really struggle with it. How do other English teachers incorporate grammar/usage/mechanics, reading literature, and writing. Do you do it individually in units? Have certain days you focus on certain topics? I just can't seem to find what works.

view previous comments

Sara On 6/18/13, Kim Rauser wrote: > I am in my 4th year teaching, and I know that I should > already know this, but I don't. And, I really struggle with > it. How do other English teachers incorporate > grammar/usage/mechanics, reading literature, and writing. > Do you do it individually in units? Have certain days you > focus on cert...See MoreOn 6/18/13, Kim Rauser wrote: > I am in my 4th year teaching, and I know that I should > already know this, but I don't. And, I really struggle with > it. How do other English teachers incorporate > grammar/usage/mechanics, reading literature, and writing. > Do you do it individually in units? Have certain days you > focus on certain topics? I just can't seem to find what > works.

Marjorie's right - for thinking English teachers, it's a hodge-podge really. Which is why some schools - like my latest one - separate 'English' or 'Language Arts' into two classes - writing and reading are separate. It makes much more sense to do it this way and - it's easier on English teachers too.

I could write a volume - actually somebody has - on why we try to teach writing based on the literature they've read. It was started long ago by a professor at Harvard and become the dominant model for writing instruction - and he only did it because he Hated teaching writing and loved literature.

A high school model that I like a lot has students trying to replicate the style of what they just read rather than writing essays on it. Read a short story, write a short story. Read a poem, write a poem. Read an essay, write an essay - rather than constantly writing essays. Why do we read fiction and then teach expository writing off the fiction? The Harvard professor wanted to do it that way...and we still do.

If your students' speech - as Marjorie describes her students' speech - - is very dialectical, that's a huge challenge for student and teacher alike. How do you write properly if you don't speak properly?

But to answer your question - I jump around a lot during the year and I move units around as I see students waxing and waning or taking interest - I take their energy levels into consideration when I move on to a new unit. One year I tried doing a 'grammar day' every Wednesday and then because I came to believe that grammar instruction did not really impact on their writing or their speech, I came to do less and less grammar. Students were perfectly capable of doing well on grammar tests but looking back at me mystified when I'd circle - "He don't act like he cares but that he might of gone yesterday but was sick" - as needing correction...

I've come to finish every year with a poetry unit because it works - they like it, it's a nice finish. I find it's best to work in 'units'. When we read a novel, we focus on the novel with some writing. When I'm required to read x books a year, I do it that way - I move through the reading having them write along the way.

I believe the research paper should be taught in the Natural Sciences and the Social Sciences from where it comes. Research is the foundation of modern knowledge and teaching the research paper as just another style of writing has never made sense to me. A research paper - such as the one that first suggested to us that smoking was linked to cancer - or the one that demonstrated that welfare mothers never do return to work - is on a different level of importance than the five paragraph essay.

Jul 15, 2013

pixie Here are couple of ideas inspred by the previous posts:

I disagree with relegating the research paper to science courses. It's not just a research paper; it's researched argumentation - taking a position on a debatable issue and adequately supporting it with relevant, reputable evidence. Writing this paper involves recognizing and practici...See MoreHere are couple of ideas inspred by the previous posts:

I disagree with relegating the research paper to science courses. It's not just a research paper; it's researched argumentation - taking a position on a debatable issue and adequately supporting it with relevant, reputable evidence. Writing this paper involves recognizing and practicing appeals to logic and emotion, and addressing the opposing point of view. It involves writing coherent paragraphs and organizing the paragraphs into a readable, persuasive essay. It involves careful paraphrasing and citing sources both in the text and in the works cited page. Writing this paper develops skills that will be used in college, in careers and in civic life.

My second point is that, contrary to the usual custom of lumping poetry together into a separate unit, why not incorporate it throughout the English course by including poems with thematic links to whatever novel or short story or nonfiction piece is being studied? The Glencoe literature study guides often include poems with a thematic link; for example Animal Farm is linked with "The Last Word" by Matthew Arnold. I think this helps students make connections using higher level thinking skills. Also, it hey only read poetry for a couple of weeks or however long a year, they forget the skill of how to read and appreciate a poem, and learn to hate poetry. If anyone likes this idea but is too busy to hunt down a linked poem, post on this board and I will be glad to assist.

On 7/15/13, Sara wrote: > On 6/18/13, Kim Rauser wrote: >> I am in my 4th year teaching, and I know that I should >> already know this, but I don't. And, I really struggle with >> it. How do other English teachers incorporate >> grammar/usage/mechanics, reading literature, and writing. >> Do you do it individually in units? Have certain days you >> focus on certain topics? I just can't seem to find what >> works. > > Marjorie's right - for thinking English teachers, it's a > hodge-podge really. Which is why some schools - like my latest > one - separate 'English' or 'Language Arts' into two classes - > writing and reading are separate. It makes much more sense to > do it this way and - it's easier on English teachers too. > > I could write a volume - actually somebody has - on why we try > to teach writing based on the literature they've read. It was > started long ago by a professor at Harvard and become the > dominant model for writing instruction - and he only did it > because he Hated teaching writing and loved literature. > > A high school model that I like a lot has students trying to > replicate the style of what they just read rather than writing > essays on it. Read a short story, write a short story. Read a > poem, write a poem. Read an essay, write an essay - rather than > constantly writing essays. Why do we read fiction and then > teach expository writing off the fiction? The Harvard professor > wanted to do it that way...and we still do. > > If your students' speech - as Marjorie describes her students' > speech - - is very dialectical, that's a huge challenge for > student and teacher alike. How do you write properly if you > don't speak properly? > > But to answer your question - I jump around a lot during the > year and I move units around as I see students waxing and > waning or taking interest - I take their energy levels into > consideration when I move on to a new unit. One year I tried > doing a 'grammar day' every Wednesday and then because I came > to believe that grammar instruction did not really impact on > their writing or their speech, I came to do less and less > grammar. Students were perfectly capable of doing well on > grammar tests but looking back at me mystified when I'd circle > - "He don't act like he cares but that he might of gone > yesterday but was sick" - as needing correction... > > I've come to finish every year with a poetry unit because it > works - they like it, it's a nice finish. I find it's best to > work in 'units'. When we read a novel, we focus on the novel > with some writing. When I'm required to read x books a year, I > do it that way - I move through the reading having them write > along the way. > > I believe the research paper should be taught in the Natural > Sciences and the Social Sciences from where it comes. Research > is the foundation of modern knowledge and teaching the research > paper as just another style of writing has never made sense to > me. A research paper - such as the one that first suggested to > us that smoking was linked to cancer - or the one that > demonstrated that welfare mothers never do return to work - is > on a different level of importance than the five paragraph essay.

Aug 16, 2013

Hyponym versus synonym

by Tracy

Jun 26, 2013

Big large- synonyms Crimson ruby scarlet hyponyms Dr pepper coke hyponyms Gather accumulate collect are? Synonyms or hyponyms Dirty filth and grime are? Synonyms or hyponyms I've reviewed many sourced and they have been labeled both so I woul like more insight .. Synonyms can be used in place of the word and not all of them would work..

Teri On 6/26/13, Tracy wrote: > Big large- synonyms Crimson ruby scarlet hyponyms Dr pepper > coke hyponyms Gather accumulate collect are? Synonyms or > hyponyms Dirty filth and grime are? Synonyms or hyponyms > I've reviewed many sourced and they have been labeled both > so I woul like more insight .. Synonyms can be used in > place o...See More

Jun 28, 2013

nazhad On 6/28/13, Teri wrote: > On 6/26/13, Tracy wrote: >> Big large- synonyms Crimson ruby scarlet hyponyms Dr pepper >> coke hyponyms Gather accumulate collect are? Synonyms or >> hyponyms Dirty filth and grime are? Synonyms or hyponyms >> I've reviewed many sourced and they have been labeled both >> so I woul like mor...See More

Jul 13, 2013

Starting a poetry club and eventually literature mag

by Douglas

Jul 31, 2013

I am a new teacher, who wishes to start a poetry club for students in a district in my area. This would eventually lead to starting a literature publication.

Right now, the school has few clubs, but there is some interest. Does anyone have any advice on how I should begin this process?

view previous comments

Douglas Thank you for the idea, I will see how it goes.

I had considered presenting some music at some point, and explain how music often can be considered poetry with a "sound track". This is especially helpful for budding artists that I have seen in some of the classrooms.

Aug 2, 2013

Novel On 8/02/13, Douglas wrote: > Thank you for the idea, I will see how it goes. > > I had considered presenting some music at some point, and explain > how music often can be considered poetry with a "sound track". > This is especially helpful for budding artists that I have seen > in some of the classrooms.

Good idea. You ...See More

Aug 2, 2013

English/Language Arts or Special Education

by Mary

Aug 18, 2013

I'm in my early sixties and am hoping to find a teaching job. I am actually a retired elementary teacher with Reading certification. I want to make myself more marketable and am thinking about taking some classes to get certified in either Special Ed or English/Language Arts. Since there is no Middle School English chat board I'm wondering if you c...See More

pixie - it depends on your local job market There is no way to generalize. You need to research your area, or the areas where you want to live. You say you want to make yourself more marketable. Have you already tried getting an elem position? If you have not been able to get hired in elem, what evidence do you have that taking more courses would make a difference? Many people have posted on...See MoreThere is no way to generalize. You need to research your area, or the areas where you want to live. You say you want to make yourself more marketable. Have you already tried getting an elem position? If you have not been able to get hired in elem, what evidence do you have that taking more courses would make a difference? Many people have posted on these chatboards about ageism and who-you-know or who-you-are-related-to being key factors in whether you get a job. There are plenty of young, new ed. college grads who need jobs. Many have family members employed in school systems who will help them get jobs. This is your competition. I am certified in sped and secondary English and have been subbing for a long time. Sped is no longer a ticket to a job in my area. Other areas may differ. I just posted on the job seekers board with links to two areas that seem to be looking for teachers. Can you relocate? I would not incur student loan debt just on the off chance of getting a teaching job. And keep in mind that the more education you have the more expensive you may be to hire compared to a new grad with just a bachelor's degree. Sometimes you hear of older teachers getting their dream job with no age discrimination or nepotism problems, so it does happen. Are you subbing? Several teachers in a a school district where I used to sub told me that the district likes to hire people in their 20s, especially young men. If you are Latino or bi-lingual or can coach a sport, that would be an advantage.

On 8/18/13, Mary wrote: > I'm in my early sixties and am hoping to find a teaching > job. I am actually a retired elementary teacher with > Reading certification. I want to make myself more > marketable and am thinking about taking some classes to get > certified in either Special Ed or English/Language Arts. > Since there is no Middle School English chat board I'm > wondering if you could give me your opinion. Would I be a > more desirable candidate in a middle school with special ed > or English/Language Arts certification (in addition to my > current elementary and reading certifications). Thanks so > much. (By the way do you think my age will play a factor?).

Aug 18, 2013

Retited Teacher On 8/18/13, Mary wrote: > I'm in my early sixties and am hoping to find a teaching > job. I am actually a retired elementary teacher with > Reading certification. I want to make myself more > marketable and am thinking about taking some classes to get > certified in either Special Ed or English/Language Arts. > Since there is no M...See More

Aug 22, 2013

If I could just teach writing

by marjoryt

Aug 22, 2013

er Sara's comments: If I could just teach writing, here's what I'd do: 1) All reading is related to the writing. We don't read for literature - we read for content for writing assignments, or as example to emulate. We assign high interest but academically challenging texts - if possible related to their other courses. (Try teaching The Declaration ...See More

by Kaley

Aug 29, 2013

Are i Pads an effective electronic technology to use in English Classrooms? Have you ever had students use i Pads in the English Classrooms?

Debbi On 8/29/13, Kaley wrote: > Are i Pads an effective electronic technology to use in > English Classrooms? Have you ever had students use i Pads > in the English Classrooms?

We have a 1 to 1 ipad program in my school. The students do everything on the ipad. They keep all of their notes, etc. on them. Overall, I think they are terrif...See More

Aug 29, 2013

curiositycat We'll have an iPad cart in some pilot classroom starting this week. I'll be the English teacher using them. Here's the list of apps I've compiled. What do you app-savvy English teachers think? Am I missing anything critical for an English classroom? Thanks! Socrative Prezi Pages Keynote ShowMe Subtext Evernote Google Drive Haiku Deck iMovie Animoto...See More

Sep 8, 2013

Technology in English Class

by Kelsey

Sep 1, 2013

In a high school English class, how could the teacher incorporate technology to have the students actively learning the material better than just with a lecture?

Kathy If you have access to a SmartBoard, there are many activities you can do: word pair matching to create oxymorons Word sorting to create alliteration Creating Wordles of themes, poems, short texts (Gettysburg Address) to see repetition. Use quizlet to have students study

Create prezis, infographics, live binders, and cartoons. Use Jong to ...See More

Sep 1, 2013

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