September 30, 2016

National Bullying Prevention Awareness Month: 7 Activities for Secondary Students

Bullying is a hot topic in schools, especially with the increasing amount of cyber bullying occurring. It is important that educators are informed about bullying, but also that we openly discuss the issue with our students. Find a discussion guide plus six other activities for high school and middle school students.
Bullying is a hot topic in schools, especially with the increasing amount of cyber bullying occurring. As educators, it is important that we are informed about bullying, but also that we openly discuss the issue with our students.

As October is National Bullying Prevention Month, I like to hold at least a one day discussion with my students about the myths and misconceptions surrounding bullying. Students individually indicate whether they agree, disagree, or are unsure about a series of statements. Then students have time to discuss the statements in small groups before sharing highlights of their discussion with the whole class. At the end of the discussion, students indicate if their opinions have changed and reflect on the activity as a whole. I try to stay out of the conversations as much as possible, only stepping in to correct major inaccuracies.

Depending on time and students' interest, I may follow up the discussion with additional activities. These activities are separated into high school and middle school, but use your judgement of what is most appropriate for the maturity level of your students.

For High School Students

Two years ago, I didn't have time to jump into another novel at the end of the year and wanted to work on students' media literacy skills, so I designed a week's worth of activities around the topic of bullying. As tenth graders, this wasn't a new topic to them and I knew that many had an apathetic attitude about it after too many lessons they perceived as "preachy" in health class.

The first activity we did was watch a video titled "To This Day," which is a spoken word poem about the long lasting effects of bullying. Immediately after viewing, I wanted students to have space to process their thoughts about the video so we first took about ten minutes just to free write and think. I then opened up the class to discussion. Students could read what they had written or share their thoughts. Depending on the class period and the length of our discussion, I asked students to write their own poem in response. Their writing didn't have to be focused on bullying, as not all students have had experience with it (or at least claimed that they haven't). Instead the poem prompt asked them to imagine themselves as adults looking back on their childhood or high school experience and detail the memories that they thought would stand out to them
Bullying is a hot topic in schools, especially with the increasing amount of cyber bullying occurring. It is important that educators are informed about bullying, but also that we openly discuss the issue with our students. Find a discussion guide plus six other activities for high school and middle school students.

The second activity we did was to examine the two main characters in the novel Cracked by K. M. Walton. We only read the first two chapters of the book (up to page 11). If you don't have a copy of the book, those first two chapters can be viewed using Amazon's "Look Inside" feature or here on Google Play. Give students a copy of these two chapters or read them aloud. After reading the first chapter, we created character silhouettes for Victor and Bull. After reading the second chapter, we discussed how students' view of Bull changed. Students were able to see that we cannot so easily apply the labels of "bully" and "victim." Students then extended the narrative by choosing one of the character's perspectives from which to continue writing.

Our third and final activity was to evaluate the audience, purpose, and effectiveness of a series of public service announcements about bullying. You can find the five videos I used here or choose several of your own. Most of the videos are about 30 seconds to a minute long. The final video is longer, closer to five minutes, but doesn't have to be shown in its entirety. The videos cover a variety of audiences and purposes. Be sure to push students to be as specific as possible when identifying audience and purpose. Just saying "for kids" or "to stop bullying" are too vague of answers. You can probe by asking questions like "what age range of kids?" or "what actions do they want the viewer to take to stop bullying?"

For Middle School Students

I am currently reading The Misfits by James Howe (author of the beloved Bunnicula series) with my seventh grade students. Another possible activity, based on a scene from the novel, would be to have students write down all of the names they've ever been called and the labels they've ever been given. Have students rip up that paper and explain that those things don't define then.

You can then allow students to write about the things that do define them or try out the Compliments Project, where students share positives about each other. The student being complimented sits with his/her back to the board, which allows classmates to write about that student on the board. Not seeing who is writing what makes students feel more comfortable.

You could also do the toothpaste activity, where students squeeze out a tube of toothpaste and then try to put it back in the tube using toothpicks, representative of our inability to take back hurtful words.

You can find the discussion guide, writing prompts for "To This Day," and evaluating public service announcements handout here.

September 26, 2016

On My Bookshelf: Cress by Marissa Meyer

Cress, Book Three of the Lunar Chronicles, by Marissa Meyer is a play on the classic tale of Rapunzel. Instead of being held captive in a tower by an evil witch, Cress is trapped in a satellite and forced to do the bidding of Queen Levena. She joins Cinder, Throne, Scarlet, and Wolf in their quest to stop Queen Levena's quest for domination over Earth and to return Cinder to Luna as the true queen. Read on for more of my review and ideas for classroom use.
The basic plot from Amazon: Cinder and Captain Thorne are fugitives on the run, with Scarlet and Wolf in tow. Together they're plotting to overthrow Queen Levana and her army.

Their best hope lies with Cress, who has been trapped on a satellite since childhood with only her netscreens as company. All that screen time has made Cress an excellent hacker; unfortunately, she's just received orders from Levana to track down Cinder and her handsome accomplice.

When a daring rescue goes awry, the group is separated. Cress finally has her freedom, but it comes at a high price. Meanwhile, Queen Levana will let nothing stop her marriage to Emperor Kai. Cress, Scarlet, and Cinder may not have signed up to save the world, but they may be the only ones who can.

Why I liked it: Cress, Book 3 of the Lunar Chronicles, is a spin on the classic tale of Rapunzel. Cress, a Lunar "shell" with no gifts or powers, is a hijacker living in satellite and working for Queen Levena. Her lack of social interactions make her a bumbling, but lovable character.

Cress, Book Three of the Lunar Chronicles, by Marissa Meyer is a play on the classic tale of Rapunzel. Instead of being held captive in a tower by an evil witch, Cress is trapped in a satellite and forced to do the bidding of Queen Levena. She joins Cinder, Throne, Scarlet, and Wolf in their quest to stop Queen Levena's quest for domination over Earth and to return Cinder to Luna as the true queen. Read on for more of my review and ideas for classroom use.Cress first appeared in Book 1 of the series when she tried to warn Prince Kai that Queen Levena was planning on killing him after their marriage. Cinder intercepted that message and passed it on to Kai. She is finally able to connect with Cinder again, but her rescue is ruined by the arrival of Sybil, Queen Levnea's right hand woman.

Cress and Throne are then sent crashing down to Earth in Cress's satellite, Scarlet is captured by Sybil and taken back to Luna, and Cinder and Wolf escape with Jacin, a Lunar guard who declares his loyalty to the princess (he means Winter, Queen Levena's beautiful step-daughter though, not Selene as Cinder initially thinks). All manage to make it to Africa and meet up with Dr. Erland, the Lunar doctor who revealed Cinder's true identity to her in Book 1 and also the father of Cress, whom he believed was long dead. They plan to stop the wedding of Kai and Levena, take Kai back to Luna, and start a rebellion. Romance develops between Cress and Throne, and Cinder and Kai are finally reunited.

Classroom application: In this third book of the series, it becomes clear how well-planned out the series is. Characters and events connect and coincidences don't feel forced. Students could discuss and then research how much they think the author planned out before she began writing the series versus how much just came together as she wrote. Students could investigate the writing process of authors of other series such as J. K. Rowling and the Harry Potter series or Rick Riordan and the Percy Jackson series.

Science and or history connections could also be made with the discovery that the disease letumosis was developed as a means of biological warfare.

If you are interested in purchasing a copy of Cress for yourself, you can find it on Amazon here.

Note: The Literary Maven is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com.

September 25, 2016

#2ndaryELA Twitter Chat Topic: Reading & Writing Workshop

Join secondary English Language Arts teachers Tuesday evenings at 8 pm EST on Twitter. This week's chat will be about using a reading and writing workshop.
Brynn Allison, The Literary Maven & Kristy, 2 Peas and a Dog host #2ndaryELA on Twitter every Tuesday evening from 8 - 8:30 PM EST. #2ndaryELA is a weekly chat for secondary English Language Arts teachers focused on a topic. Every Sunday, we post the topic and questions on our blogs to allow you to prepare for the upcoming Tuesday evening's chat. Thank you to everyone who joined us last night and we hope that you will join us again.




Looking for the recap? Click on the image below.


New in 2016 is our 2ndaryELA Facebook group, which we would love to have you join even if you aren't on Twitter. 2ndaryELA is a group of middle and high school English Language Arts teachers looking to share ideas and best practices. This group is an extension of our Twitter chat and a place for collaboration, questions, and encouragement. Feel free to post teaching ideas, success stories, resource links, photos, etc. that will enhance our instruction.

On Tuesday, September 27, our #2ndaryELA chat will be about using a reading and writing workshop.

The Format:
8:00 Intros: What and where do you teach? Include a link to your blog if you have one. #2ndaryELA
8:05 Q1: Have you used guided reading before at the secondary level? Describe your experiences. #2ndaryELA 
8:10 Q2: What are your favorite books to read aloud to students? #2ndaryELA
8:15 Q3: How often do your students get time to read independently in your classroom? #2ndaryELA
8:20 Q4: What types of writing about reading do you ask students to do? #2ndaryELA
8:25 Q5: When and how do students interact with each other during reading in your classroom? #2ndaryELA

The Directions:
1. Log into Twitter on Tuesday from 8-8:30 PM EST.
2. Search for tweets with the hashtag #2ndaryELA in the search bar. Make sure to click “All tweets.”
3. Introductions are for the first 5 minutes.
4. Starting at 8:05 (@literarymaven or @2peasandadog) will post questions every 5 minutes using the format Q1, Q2, Q3, etc. and the hashtag #2ndaryELA.
5. Respond to questions using the format A1, A2, A3, etc. with #2ndaryELA.
6. Follow any teachers responding and who are also using #2ndaryELA.
7. Like and respond to other teachers' tweets.

You can schedule your responses to the questions ahead of time using a scheduler like TweetDeck or HootSuite (but don't forget to use A1, A2, etc. and #2ndaryELA). Links are encouraged, so be sure to use a link shortener like tinyurlbitlygoo.gl or ow.ly Just visit one of those links and paste your long link to shorten it for Twitter. Using images is also encouraged when relevant.

New to chats? Here are the rules:
1. Stay on topic & stay positive!
2. Please do not post or promote paid products unless specifically asked.
3. If you arrive late, try to look through other posts before beginning.
4. Feel free to just read, like, and/or retweet.
5. Always use our hashtag #2ndaryELA, including in your replies to others.
6. Make sure your twitter feed is set to public. (Also keep in mind that Twitter is completely public – that means students, parents, and administrators can and will read what you tweet.)

Be sure to spread the word to any teacher friends who might be interested in joining us as well. We look forward to chatting with you Tuesday evening and in our 2ndaryELA Facebook group!

Get caught up on past chats here:

September 23, 2016

Grading Policies for Middle & High School: Making It Meaningful & Increasing Student Accountability

The red pen is mighty, but are you maximizing its impact? Middle school and high school English Language Arts teachers discussed what work is graded and what work isn't, and how to hold students accountable for implementing feedback. Teachers also shared their experiences with standards based grading, thoughts on students grading themselves, and tips for making grading easier. Read through the chat for ideas to implement in your own classroom.
This #2ndaryELA Twitter chat was all about grading policies in the ELA classroom. Middle school and high school English Language Arts teachers discussed what work is graded and what work isn't, and how to hold students accountable for implementing feedback. Teachers also shared their experiences with standards based grading, thoughts on students grading themselves, and tips for making grading easier.
Read through the chat below for ideas on what type of assignments should carry the most weight and how to use rubrics and conferencing to encourage revision and reflection. You'll find ways to simplify grading using gradebook/rubric codes and a check system instead of points. You'll also get ideas about how to use technology to lighten the marking load.

Hope you'll join us next Tuesday September 27th at 8pm EST to talk about reading and writing workshop. We'd also love for you to join our 2ndaryELA Facebook group (even if you aren't on Twitter). 2ndaryELA is a group of middle and high school English Language Arts teachers looking to share ideas and best practices. This group is an extension of our Twitter chat and a place for collaboration, questions, and encouragement. Feel free to post teaching ideas, success stories, resource links, photos, etc. that will enhance our instruction. 

September 19, 2016

On My Bookshelf: The Fault in Our Stars by John Green

The Fault in Our Stars by John Greene is a great young adult novel dealing with love and loss. With lessons about kindness towards others, this would be a great whole class novel or pick for literature circles in your classroom. Read on for more of my review and ideas for classroom application.
Basic plot from Amazon: Despite the tumor-shrinking medical miracle that has bought her a few years, Hazel has never been anything but terminal, her final chapter inscribed upon diagnosis. But when a gorgeous plot twist named Augustus Waters suddenly appears at Cancer Kid Support Group, Hazel’s story is about to be completely rewritten.

Insightful, bold, irreverent, and raw, The Fault in Our Stars brilliantly explores the funny, thrilling, and tragic business of being alive and in love.

Why I liked it: I still have NOT seen the movie yet so don't anybody spoil it for me. I read the book at one of my students' recommendations. That in itself is awesome. A student who reads on their own and tells me, her English teacher, what to read. Love.

The Fault in Our Stars is definitely a book I would recommend to students, teachers, human beings in general. I like books that make me feel good about humanity and this was a winner in that category (I recently read Gone Girl. That was a loser in that category. Terrible, terrible people).

The Fault in Our Stars by John Greene is a great young adult novel dealing with love and loss. With lessons about kindness towards others, this would be a great whole class novel or pick for literature circles in your classroom. Read on for more of my review and ideas for classroom application.The relationships between the characters are the best parts of this book. Hazel and Augustus, Hazel and her parents, Augustus and his parents, Isaac and Monica, Isaac and Augustus. My students could learn a lot about how to treat people and how to not treat people. Many of my students have also experienced the loss of a loved one, whether through illness or violence in their community, so I think they would really connect to those issues in the novel.

Classroom application: I only wish I had found out about the book before the movie came out so I could read it with my students and then all see the movie together. Its just not the same if the movie is already out and some kids have seen it. It taints their perception of the book. I will have to see what my students are like this year and if I think it would be a hit. Maybe I could pair the novel with Romeo & Juliet at the end of the year since both plots have the star-crossed lover thing going on, though for very different reasons.

If you are interested in purchasing a copy of The Fault in Our Stars for yourself, you can find it on Amazon here.

Note: The Literary Maven is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com.

September 18, 2016

#2ndaryELA Twitter Chat Topic: Grading Policies & Managing the Marking Load

Join secondary English Language Arts teachers Tuesday evenings at 8 pm EST on Twitter. This week's chat will be about grading policies & managing the marking load.
Brynn Allison, The Literary Maven & Kristy, 2 Peas and a Dog host #2ndaryELA on Twitter every Tuesday evening from 8 - 8:30 PM EST. #2ndaryELA is a weekly chat for secondary English Language Arts teachers focused on a topic. Every Sunday, we post the topic and questions on our blogs to allow you to prepare for the upcoming Tuesday evening's chat. Thank you to everyone who joined us last night and we hope that you will join us again.




Looking for the recap? Click on the image below.


New in 2016 is our 2ndaryELA Facebook group, which we would love to have you join even if you aren't on Twitter. 2ndaryELA is a group of middle and high school English Language Arts teachers looking to share ideas and best practices. This group is an extension of our Twitter chat and a place for collaboration, questions, and encouragement. Feel free to post teaching ideas, success stories, resource links, photos, etc. that will enhance our instruction.

On Tuesday, September 20, our #2ndaryELA chat will be about grading policies & managing the marking load.

The Format:
8:00 Intros: What and where do you teach? Include a link to your blog if you have one. #2ndaryELA
8:05 Q1: What student work is graded in your classroom? What isn’t? #2ndaryELA
8:10 Q2: How do you hold students accountable for implementing your feedback? Do students do any revisions/reflections after grading? #2ndaryELA
8:15 Q3: Some schools are moving towards standard based grading. Thoughts? Experiences? #2ndaryELA
8:20 Q4: Some schools are moving toward students grading themselves. Thoughts? Experiences? #2ndaryELA
8:25 Q5: What tricks have you learned to help manage the marking load? #2ndaryELA

The Directions:
1. Log into Twitter on Tuesday from 8-8:30 PM EST.
2. Search for tweets with the hashtag #2ndaryELA in the search bar. Make sure to click “All tweets.”
3. Introductions are for the first 5 minutes.
4. Starting at 8:05 (@literarymaven or @2peasandadog) will post questions every 5 minutes using the format Q1, Q2, Q3, etc. and the hashtag #2ndaryELA.
5. Respond to questions using the format A1, A2, A3, etc. with #2ndaryELA.
6. Follow any teachers responding and who are also using #2ndaryELA.
7. Like and respond to other teachers' tweets.

You can schedule your responses to the questions ahead of time using a scheduler like TweetDeck or HootSuite (but don't forget to use A1, A2, etc. and #2ndaryELA). Links are encouraged, so be sure to use a link shortener like tinyurlbitlygoo.gl or ow.ly Just visit one of those links and paste your long link to shorten it for Twitter. Using images is also encouraged when relevant.

New to chats? Here are the rules:
1. Stay on topic & stay positive!
2. Please do not post or promote paid products unless specifically asked.
3. If you arrive late, try to look through other posts before beginning.
4. Feel free to just read, like, and/or retweet.
5. Always use our hashtag #2ndaryELA, including in your replies to others.
6. Make sure your twitter feed is set to public. (Also keep in mind that Twitter is completely public – that means students, parents, and administrators can and will read what you tweet.)

Be sure to spread the word to any teacher friends who might be interested in joining us as well. We look forward to chatting with you Tuesday evening and in our 2ndaryELA Facebook group!

Get caught up on past chats here:

September 17, 2016

Even Published Authors Get Stuck: How to Overcome Writer’s Block

Sometimes it seems the hardest part of writing is just getting started. When words don’t come, what is there to do? Some call it writer’s block: the challenge to start (or keep) writing or to find the right word. But what do you do when you have it? these tips from seven authors and novelists will help students sit down and create a piece of writing worth reading.
Guest blog post originally published on Houghton Mifflin Harcourt's blog, The Spark

Sometimes it seems the hardest part of writing is just getting started. When words don’t come, what is there to do? Some call it writer’s block: the challenge to start (or keep) writing or to find the right word. But what do you do when you have it?

To celebrate HMH’s Spark a Story contest, we turned to some of our authors and novelists to get their tips for how to overcome writer’s block. Not everyone believes in it, but they all give great advice on how to sit down and create a piece of writing worth reading.

Lois Lowry, author of The Giver, Number the Stars, and Anastasia Krupnik

Did you ever go to have your braces adjusted and hear your orthodontist say, “Oh, I’m sorry, I can’t do it. I have dentist’s block today.” Of course not. There is no such thing. There is also no such thing as writer’s block. It is just a made-up phrase that means: I don’t feel like writing right now. Everyone feels that way now and then but for some reason writers, maybe because they have better imaginations than dentists, are the only ones who have given the feeling a silly name. The way to get over it? Yawn and stretch and go back to work.

Linda Sue Park, author of A Long Walk to Water and A Single Shard
Sometimes it seems the hardest part of writing is just getting started. When words don’t come, what is there to do? Some call it writer’s block: the challenge to start (or keep) writing or to find the right word. But what do you do when you have it? these tips from seven authors and novelists will help students sit down and create a piece of writing worth reading.

I’m not sure I believe in writer’s block. I think it could be called ‘I-don’t-feel-like-writing’ block, and I suffer from this condition frequently!

In spite of that, I write almost every day. Here’s my tip: When I sit down at my laptop, I give myself a TINY assignment. Example: “Today, I have to write ONE paragraph of this story.”

And here’s the important part: IT CAN BE TERRIBLE. (Because at some point, I’m going to rewrite it a lot.) One terrible paragraph—is that all?! I can do that!

When I finish the paragraph, I give myself a pat on the back—and another tiny assignment… You can write a whole 300-page novel this way. I know, because I’ve done it.

Jacqueline Davies, author of The Lemonade War series

If you’re stuck in the middle of your story, staring at a screen and the words won’t come, get up and do something physical and repetitive: take a walk, go for a run, go for a swim, jump on an elliptical. Do something where your body has to work, but your brain has nothing to do. So if you usually listen to music while you run, don’t. If you usually watch TV when you’re on the treadmill, don’t. If you usually talk on the phone when you walk, don’t. Just figure out a way to move your body and leave your brain completely blank. I guarantee you will think of the next (possible) idea for your story. Something to try. You won’t be stuck. You’ll be moving forward.

Joelle Charbonneau, author of The Testing Trilogy and Need

When I'm working on a book, I write every day because it is the only way for me to keep that story moving even if I have no idea what should happen in it or I know the scene I'm writing isn't quite right. If I wait for my writing to be perfect (which is what I believe writer's block is – the waiting for perfect inspiration to strike), I wouldn't ever write. On days when I am struggling to write (which feels like every day), I have to give myself permission to make mistakes. It's important for any writer to remember that imperfect writing can be fixed, but it is impossible to fix a blank page. So write until you get to the end. Write whatever comes into your head even if it doesn't seem like the "right" thing or is too ridiculous for anyone to think it's any good. Write whatever you can to keep the story going until you get to the finish line. Once you hit the end--all things are possible.

 
Sometimes it seems the hardest part of writing is just getting started. When words don’t come, what is there to do? Some call it writer’s block: the challenge to start (or keep) writing or to find the right word. But what do you do when you have it? these tips from seven authors and novelists will help students sit down and create a piece of writing worth reading.Peter Ho Davies, author of The Fortunes and The Welsh Girl

The great Canadian writer Margaret Atwood once compiled a list of reasons writers through the ages have given for why they write – a list that runs for three pages (you can find it in a pdf of her book Negotiating with the Dead starting on page xix).

Alongside such artistically noble reasons as “to record the world as it is,” “to produce order out of chaos,” “to speak for those who cannot speak for themselves,” her list includes such refreshingly down-to-earth (not to say downright ignoble) reasons as “to satisfy my desire for revenge,” “to please myself” and (my favorite!) “to make myself appear more interesting than I actually am.”

I like to read this list to my students at the start of classes and ask them to put their hands up when they hear a reason they share – they all do, many times – by way of a reminder that there are a lot of reasons why any of us write. When we’re blocked, when one of those motives is frustrated, I find it often helps to remind ourselves of all those other reasons. (I also like to note in passing that nowhere on Atwood’s lengthy list is the reason “because my teacher made me.”)

Amy Stewart, author of Girl Waits with Gun and Lady Cop Makes Trouble


I don't believe in writer's block, but I do sometimes have trouble figuring out what to say. When that happens, I print a page from the previous day’s work and re-type it.

Or I’ll open a book to any page and type a paragraph of someone else’s writing (and then delete it!). Usually that gets me rolling.

If that doesn’t work, I fill a page with all the things I want to say but can’t. Before long, I’m saying exactly what I want to say. The important thing is to keep typing – that physical act always kicks my brain into gear.

John Joseph Adams, series editor of Best American Science Fiction & Fantasy

When you finish a story, don’t submit it right away. Set it aside and don’t look at it for a week or so. Meanwhile, work on your next story. After you’ve let it sit for a week and you’ve distracted your brain with other creative projects, then look at the story again one last time—with hopefully fresher eyes—and see if you can find some ways to improve it before sending it to an editor. Giving yourself this distance can be essential in finding a story’s flaws before sending it out into the world.

Put these tips into action: HMH is currently seeking the nation’s best short stories written by high school authors for the Spark a Story contest, open until October 7.

September 16, 2016

Integrating Technology into the ELA Classroom: Tools to Support Reading and Writing

Whether you have a 1:1 classroom or can only get your hands on a few devices, you should be utilizing technology to leverage learning in your classroom. Technology can be used to meet individual students' needs or to foster collaboration between students. Middle school and high school English Language Arts teachers discussed tools for reading actively online, language development, and focusing on the writing process rather than the product. Teachers also shared the challenges of using technology and experiences with blended learning. Read through the chat for ideas to implement in your own classroom.
This #2ndaryELA Twitter chat was all about integrating technology into the ELA classroom. Middle school and high school English Language Arts teachers discussed tools for reading actively online, language development, and focusing on the writing process rather than the product. Teachers also shared the challenges of using technology and experiences with blended learning.

Read through the chat below for tools for online annotation, reinforcing vocabulary, and practicing grammar. You'll find ways to brainstorm creatively and encourage revision. You'll also get ideas about what to do with limited technology.

Hope you'll join us next Tuesday September 20th at 8pm EST to talk about grading policies and managing the marking load. We'd also love for you to join our 2ndaryELA Facebook group (even if you aren't on Twitter). 2ndaryELA is a group of middle and high school English Language Arts teachers looking to share ideas and best practices. This group is an extension of our Twitter chat and a place for collaboration, questions, and encouragement. Feel free to post teaching ideas, success stories, resource links, photos, etc. that will enhance our instruction. 

September 12, 2016

On My Bookshelf: Code of Honor by Alan Gratz

In Code of Honor by Alan Gratz, Kamran Smith used to have it all: a starring role on the football team, a beautiful girlfriend, the title of Homecoming King, a loyal best friend, and a spot at West Point in the fall. But after his brother is named as a suspected terrorist, Kamran and his parents are detained by Homeland Security and Kamran must fight to prove to everyone, even himself, that his brother is innocent. Read on for more of my review and ideas for classroom application.
The basic plot from Amazon: Kamran Smith has it all. He's the star of the football team, dates the most popular girl in school, and can't wait to enlist in the Army like his big brother, Darius. Although Kamran's family hails from Iran, Kamran has always felt 100% American. Accepted.
And then everything implodes.

Darius is accused of being a terrorist. Kamran refuses to believe it, but the evidence is there -- Darius has been filmed making threats against his country, hinting at an upcoming deadly attack. Kamran's friends turn on him -- suddenly, in their eyes, he's a terrorist, too.

Kamran knows it's up to him to clear his brother's name. In a race against time, Kamran must piece together a series of clues and codes that will lead him to Darius -- and the truth.

But is it a truth Kamran is ready to face? And is he putting his own life at risk?

Why I liked it: At the start of Code of Honor, Kamran is your typical all-American boy hero. He's the star of the football team and Homecoming King, he has a beautiful girlfriend, tickets to the upcoming Super Bowl game with his best friend, and he is headed to West Point in the fall. All of that changes when Kamran's brother Darius, a West Point graduate and Army Ranger stationed in Afghanistan, is seen on video taking responsibility for a terrorist attack on the United States embassy in Turkey.

In Code of Honor by Alan Gratz, Kamran Smith used to have it all: a starring role on the football team, a beautiful girlfriend, the title of Homecoming King, a loyal best friend, and a spot at West Point in the fall. But after his brother is named as a suspected terrorist, Kamran and his parents are detained by Homeland Security and Kamran must fight to prove to everyone, even himself, that his brother is innocent. Read on for more of my review and ideas for classroom application.While at first Kamran is in shock and cannot believe this about his brother, there are times when his belief (as well as the reader's) wavers as the government presents Kamran and his parents with suspicious details about Darius's activities leading up to the attack. The fact that Darius continues to appear in terrorist videos
doesn't help his case either.

Besides questioning if Darius is a willing terrorist or a captive forced into action against his will, the team sent  to help Kamran find his brother is also full of questionable characters. JImmy is an ex-hacker now employed by the government, Dane was discharged from the Army for admitting drug use, Aaliyah has ties to royalty in Jordan and suffer from post-9/11 discrimination, and even Mickey, a CIA agent, could have ties to Irish rebels. A series of near-death misses make it clear that at least one of them can't fully be trusted.

The novel is full of action, from Kamran's escape from the detention center in DC to finding Darius and the terrorists in the caves of Arizona's mountains to foiling the bombing at the Super Bowl.

Classroom application: A great research or debate topic would be the Guantanamo Bay Detention Center and the rights of the suspected terrorists kept there. While Kamran and his parents are not taken to Guantanamo Bay, they are taken from their homes in the dead of night by Homeland Security without being told where they are going. They are held in a detention facility in Washington DC where they are not allowed to see each other and their requests for a lawyer are denied because they haven't been charged with anything.

Another real world connection would be to examine the treatment of Muslims after September 11th, the stereotypes, and the misunderstandings about their religion. Finally, students could explore the issues surrounding PSTD for soldiers, how many of them self-medicate for their mental health issues and then are discharged. Like Dane, they receive a dishonorable or other than honorable discharge, which affects their access to benefits and only perpetuates their mental health issues.

If you are interested in purchasing a copy of Code of Honor for yourself, you can find it on Amazon here.

Note: The Literary Maven is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com.

September 11, 2016

#2ndaryELA Twitter Chat Topic: Integrating Technology into the ELA Classroom

Join secondary English Language Arts teachers Tuesday evenings at 8 pm EST on Twitter. This week's chat will be about integrating technology into the ELA classroom.
Brynn Allison, The Literary Maven & Kristy, 2 Peas and a Dog host #2ndaryELA on Twitter every Tuesday evening from 8 - 8:30 PM EST. #2ndaryELA is a weekly chat for secondary English Language Arts teachers focused on a topic. Every Sunday, we post the topic and questions on our blogs to allow you to prepare for the upcoming Tuesday evening's chat. Thank you to everyone who joined us last school year and we hope that you will join us again.




Looking for the recap? Click on the image below.


New in 2016 is our 2ndaryELA Facebook group, which we would love to have you join even if you aren't on Twitter. 2ndaryELA is a group of middle and high school English Language Arts teachers looking to share ideas and best practices. This group is an extension of our Twitter chat and a place for collaboration, questions, and encouragement. Feel free to post teaching ideas, success stories, resource links, photos, etc. that will enhance our instruction.

On Tuesday, September 13, our #2ndaryELA chat will be about integrating technology into the ELA classroom.

The Format:
8:00 Intros: What and where do you teach? Include a link to your blog if you have one. #2ndaryELA
8:05 Q1: Given the amount of digital reading students do, how do we get them reading actively online? Tips, strategies, tools? #2ndaryELA
8:10 Q2: Which online tools are you using to support language development (grammar, vocabulary)? How are you using them in class/at home? #2ndaryELA
8:15 Q3: How can we use digital tools to focus more on the process of writing instead of product? #2ndaryELA
8:20 Q4: What are the biggest challenges you face using tech to support reading & writing? Possible creative solutions? #2ndaryELA
8:25 Q5: Have you explored blended learning models like Flipped Classroom or Station Rotation to teach English? Challenges, successes, outcomes? #2ndaryELA

The Directions:
1. Log into Twitter on Tuesday from 8-8:30 PM EST.
2. Search for tweets with the hashtag #2ndaryELA in the search bar. Make sure to click “All tweets.”
3. Introductions are for the first 5 minutes.
4. Starting at 8:05 (@literarymaven or @2peasandadog) will post questions every 5 minutes using the format Q1, Q2, Q3, etc. and the hashtag #2ndaryELA.
5. Respond to questions using the format A1, A2, A3, etc. with #2ndaryELA.
6. Follow any teachers responding and who are also using #2ndaryELA.
7. Like and respond to other teachers' tweets.

You can schedule your responses to the questions ahead of time using a scheduler like TweetDeck or HootSuite (but don't forget to use A1, A2, etc. and #2ndaryELA). Links are encouraged, so be sure to use a link shortener like tinyurlbitlygoo.gl or ow.ly Just visit one of those links and paste your long link to shorten it for Twitter. Using images is also encouraged when relevant.

New to chats? Here are the rules:
1. Stay on topic & stay positive!
2. Please do not post or promote paid products unless specifically asked.
3. If you arrive late, try to look through other posts before beginning.
4. Feel free to just read, like, and/or retweet.
5. Always use our hashtag #2ndaryELA, including in your replies to others.
6. Make sure your twitter feed is set to public. (Also keep in mind that Twitter is completely public – that means students, parents, and administrators can and will read what you tweet.)

Be sure to spread the word to any teacher friends who might be interested in joining us as well. We look forward to chatting with you Tuesday evening and in our 2ndaryELA Facebook group!

Get caught up on past chats here:

September 5, 2016

On My Bookshelf: Scarlet by Marissa Meyer

Scarlet, Book Two of the Lunar Chronicles, by Marissa Meyer puts a spin on the classic tale of Little Red Riding Hood. Scarlet's grandmother is missing and Wolf is assisting in the search, but he may also be involved in her disappearance. His true loyalties are revealed in the end, but by then it may be too late. Read on for more of my review and ideas for classroom use.
The basic plot from Amazon: Cinder is back and trying to break out of prison―even though she'll be the Commonwealth's most wanted fugitive if she does―in this second installment from Marissa Meyer.

Halfway around the world, Scarlet Benoit's grandmother is missing. It turns out there are many things Scarlet doesn't know about her grandmother, or the grave danger she has lived in her whole life. When Scarlet encounters Wolf, a street fighter who may have information as to her grandmother's whereabouts, she is loath to trust this stranger, but is inexplicably drawn to him, and he to her. As Scarlet and Wolf unravel one mystery, they encounter another when they meet Cinder. Now, all of them must stay one step ahead of the vicious Lunar Queen Levana.

Why I liked it: Scarlet, Book 2 of the Lunar Chronicles, is a play on the fairy tale Little Red Riding Hood. SEveral new characters are introduced. Cinder (the Cinderella of Book 1 of the series) makes her escape from prison with the help of Cadet "Captain" Throne.

Scarlet, Book Two of the Lunar Chronicles, by Marissa Meyer puts a spin on the classic tale of Little Red Riding Hood. Scarlet's grandmother is missing and Wolf is assisting in the search, but he may also be involved in her disappearance. His true loyalties are revealed in the end, but by then it may be too late. Read on for more of my review and ideas for classroom use.There's also Scarlet, whose grandmother, a military pilot turned farmer, is missing. It is later revealed that she was kidnapped and is being interrogated for playing a part in hiding Princess Selene years ago. Scarlet's father, an alcoholic who abandoned her, make a brief appearance at the start of the novel. He returns to the farm after being tortured, but isn't sure what he is looking for. Then there is Wolf, who claims to be part of a "gang" that his older brother was also recruited into. Both were cut off from the rest of their family after joining. The "gang" turns out to be Queen Levena's beast army, packs of wolf-like men controlled by their leader. Throughout the novel, Scarlet and the reader are never sure if Wolf can be trusted.

By the end of the novel, Iko (Cinder's android sidekick from Book 1) is back in action, Cinder finally learns about the missing years of her life, between the accident and her adoption, and Wolf's love for his alpha female (Scarlet) trumps the power of his pack leader. Because Prince Kai has agreed to marry Queen Levena in one month's time as a way to stop the Lunar attacks on Earth, Cinder finally decides to stop running away, learn to use her powers, and fight Queen Levena.

Classroom application: This novel could be used as a mentor text for multiple, intersecting plot lines; Cinder and Throne's life as fugitives and Scarlet and Wolf's search for her grandmother are equally developed. The book could also be used to examine the literary concept of character foils as both Cinder and Throne and Scarlet and Wolf are contrasting characters.

If you are interested in purchasing a copy of Scarlet for yourself, you can find it on Amazon here.

Note: The Literary Maven is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com.

September 4, 2016

#2ndaryELA Twitter Chat Topic: Classroom Management: Routines & Procedures

Join secondary English Language Arts teachers Tuesday evenings at 8 pm EST on Twitter. This week's chat will be about classroom management: routines & procedures.
Brynn Allison, The Literary Maven & Kristy, 2 Peas and a Dog host #2ndaryELA on Twitter every Tuesday evening from 8 - 8:30 PM EST. #2ndaryELA is a weekly chat for secondary English Language Arts teachers focused on a topic. Every Sunday, we post the topic and questions on our blogs to allow you to prepare for the upcoming Tuesday evening's chat. Thank you to everyone who joined us last school year and we hope that you will join us again.




Looking for the recap? Click on the image below.


New in 2016 is our 2ndaryELA Facebook group, which we would love to have you join even if you aren't on Twitter. 2ndaryELA is a group of middle and high school English Language Arts teachers looking to share ideas and best practices. This group is an extension of our Twitter chat and a place for collaboration, questions, and encouragement. Feel free to post teaching ideas, success stories, resource links, photos, etc. that will enhance our instruction.

On Tuesday, September 6, our #2ndaryELA chat will be about classroom management: routines & procedures.

The Format:
8:00 Intros: What and where do you teach? Include a link to your blog if you have one. #2ndaryELA
8:05 Q1: Which routines or procedures are most important for keeping your class running smoothly? #2ndaryELA
8:10 Q2: What routines do you need to change for this school year?
8:15 Q3: Share any ideas or photos of physical spaces in the classroom that help with routine and procedures. #2ndaryELA
8:20 Q4: What routines do you use to manage your work/life balance? #2ndaryELA
8:25 Q5: Share a classroom management resource that you find invaluable (book, article, blog post, type of technology, reward system, etc.). #2ndaryELA

The Directions:
1. Log into Twitter on Tuesday from 8-8:30 PM EST.
2. Search for tweets with the hashtag #2ndaryELA in the search bar. Make sure to click “All tweets.”
3. Introductions are for the first 5 minutes.
4. Starting at 8:05 (@literarymaven or @2peasandadog) will post questions every 5 minutes using the format Q1, Q2, Q3, etc. and the hashtag #2ndaryELA.
5. Respond to questions using the format A1, A2, A3, etc. with #2ndaryELA.
6. Follow any teachers responding and who are also using #2ndaryELA.
7. Like and respond to other teachers' tweets.

You can schedule your responses to the questions ahead of time using a scheduler like TweetDeck or HootSuite (but don't forget to use A1, A2, etc. and #2ndaryELA). Links are encouraged, so be sure to use a link shortener like tinyurlbitlygoo.gl or ow.ly Just visit one of those links and paste your long link to shorten it for Twitter. Using images is also encouraged when relevant.

New to chats? Here are the rules:
1. Stay on topic & stay positive!
2. Please do not post or promote paid products unless specifically asked.
3. If you arrive late, try to look through other posts before beginning.
4. Feel free to just read, like, and/or retweet.
5. Always use our hashtag #2ndaryELA, including in your replies to others.
6. Make sure your twitter feed is set to public. (Also keep in mind that Twitter is completely public – that means students, parents, and administrators can and will read what you tweet.)

Be sure to spread the word to any teacher friends who might be interested in joining us as well. We look forward to chatting with you Tuesday evening and in our 2ndaryELA Facebook group!

Get caught up on past chats here:

September 2, 2016

Caution! Students At Work: Classroom Jobs for Secondary Students

Giving classroom jobs to middle school and high school students allows them to feel useful and creates a sense of belonging in the classroom. In applying for and carrying out classroom jobs, students will practice real world skills plus it takes a few tasks off your plate, allowing you to focus more on instruction. Read on for how to get started and ideas for jobs.
Every elementary school classroom has a job chart and eager students willing to take on those jobs. But what about middle school and high school students? Are they less willing to be helpful? Are they lacking the desire to feel ownership in the classroom?

My answer to both of those questions would be no. Students want to feel useful and a sense of belonging in the classroom regardless of grade level. Giving secondary students classroom jobs not only meets these needs, but also takes a few tasks off your plate, allowing you to focus more on instruction.

Getting Started With Classroom Jobs

At the start of the school year or whenever you come to the realization that classroom jobs will be beneficial for you and your students, make a list of jobs for your classroom. I'll share some ideas below, but think about all the things you do around your classroom that take away from the time you could spend teaching.

Classroom Jobs Develop Real World Skills

Use that list of jobs you generated to create an application for students. You may want to include a brief description of each job, especially those that are not self-explanatory. You can ask students to explain why they think they would be a good fit for each position they are interested in and to list any relevant experience. These questions encourage students to think the way they will have to when applying for a real job. On the application, have students rank their desired jobs, as many as they'd like, in order of preference. You can find a free application and "Wanted" poster to help you get started here.

Decide how often you will change the jobs: once a month, once a marking period, or not at all. Then make a schedule filling in the students interested in each position, doing your best to accommodate students' rankings. If a student doesn't get their #1 job in the first round of jobs, maybe they will the second or third round. You can post this schedule in your classroom for students to reference. When it comes time for students to change jobs, have the present job holder notify and train the incoming job holder so that the only work you do is training students at the start of the year. Allowing students to train each other gives them a sense of pride, has them practice real world skills and helps them take ownership of their classroom; it's up to them to make sure the job is done right.

If students are not performing up to your standards, give them a warning and then give them a "lay off" if the issues continue. After about a week, allow them to return to their jobs for a probationary period. If they slip up again during that period, then they are permanently "let go" from their position. While it is just a classroom job, you want students to learn that responsibility should be taken seriously and there is a series of consequences if it isn't, but also the chance to get back on the right track.

If students are meeting your standards, consider some sort of payment: extra points toward their grade average, a thank you luncheon at the end of their employment, a book of their choice, etc.

Seamless Execution, Not Disruption
Giving classroom jobs to middle school and high school students allows them to feel useful and creates a sense of belonging in the classroom. In applying for and carrying out classroom jobs, students will practice real world skills plus it takes a few tasks off your plate, allowing you to focus more on instruction. Read on for how to get started and ideas for jobs.

If you are worried that having classroom jobs will distract students and take away from learning, fear not. In my classroom, all jobs (with a few exceptions) are carried out in the first five minutes of the period. During this time all students are responsible for completing the warm up and preparing for class: sharpening pencils, having out homework, etc. Students with jobs still need to prepare themselves for the rest of class, but can complete their warm up orally when I review it rather than writing it down. Not all jobs will need to be done every day, so there will still be days where students do complete a written version of the warm up. If jobs are not completed during the five minute period, most can be continued by the next class or the next day. My warm up is timed so students know that when that timer goes off they need to be back in their seats ready for class to begin.

Classroom Jobs and Considerations

  • Board cleaner - Specify when and how often you'd like the board erased versus cleaned with board spray.
  • Stapler/hole puncher - Be sure to show students how to properly use both these tools. This includes refilling the stapler, what to do if it jams, and where on papers you want the staple. Similarly, show students how to line papers up in the hole punch, how many sheets of paper will fit at once, and how to empty the punchings.
  • Bulletin board changer - Explain what makes student work appropriate and worthy of display. Then allow students to make the selections and get creative with the layout of the display.
  • Filing clerk - If you keep student work or writing portfolios or have some kind of mailbox system for returning student work, have a student file these papers.
  • Homework checker - If you assign nightly homework, have a student collect it. If you collect homework at the end of the week, but check to see if it is done daily, have a student stamp the assignments for completion or check off names on a check list.
  • Bell ringer checker - As with homework assignments, have a student collect these daily or mark for completion.
  • Maintenance - This can include sweeping up as needed, routinely wiping down desks and tables, cleaning electronics. Indicate to students how often you'd like these tasks done.
  • Tech expert - This position is one where experience is a plus so that the student can be helpful to other students and if needed, to you too.
  • Attendance - If you keep a paper record of attendance, allow a student to complete that for you. If you feel comfortable (and it doesn't violate school policy), have them complete your electronic record as well.
  • Announcements/reminders - At the start or end of class, have a student read off reminders about due dates, upcoming quizzes and tests, and school wide events.
  • Supplies - Instead of students asking you for a pencil, a piece of paper, or a tissue, have one student in charge of these materials. If all of these things are already out in your classroom and accessible to all students, have a students restock when supplies are low and alert you when more supplies need to be purchased.
  • Librarian - Explain your organization and check out system. You can also put this student in charge of repairing damaged books.
  • Furniture arranger - Desks have a way of migrating from their spot even if you mark your floor with tape or stickers. Have this student tidy up your rows and push in chairs.
  • Dismissal - If your classroom is one where you dismiss the students, not the bell, put a student in charge of dismissal. It becomes up to them to make sure the room is as it should be before students exit. Let them tell students to clear their desks, pick up those papers on the floor, etc so you don't have to nag.
  • Messenger - It seem like every students' hand goes up when the opportunity to leave the classroom arises. Having a designated messenger will avoid that issue. You may want to assign this job to a fidgety student who will appreciate the chance to move around.
  • Paper collector/passer - Similar to the job of messenger, you may want to assign this job to a student who needs the opportunity to move around a bit.
  • Bathroom manager - Minimizing interruptions to your teaching is what classroom jobs are all about so put this student in charge of filling out the bathroom log if you keep one, issuing paper passes, or handing off your permanent pass. This student will also need to enforce your rules about the number of students that can be out of the room at a time and at what times during class (i.e. not during direct instruction).
  • Time keeper - Give this student a timer or stop watch to keep track of timed activities. They can issue one minute warnings for students to wrap things up and alert you when the class period is about to end.
  • Management - You need someone other than you to make sure student jobs are being completed when and how you want. You can communicate with your manager rather than ten to fifteen individual students.
  • Right hand man - For anything else that might come up or if a student is absent, your right hand man can step right up.