February 26, 2018

On My Bookshelf: The Giver by Lois Lowry

In The Giver by Lois Lowry, life in a utopian society is revealed through the experiences of Jonas, a soon to be twelve year old boy who is transitioning into the adult world. Part of that transition is receiving his "assignment," the role he will serve in the community for the rest of his adult life. The use of third person limited point of view focused on Jonas allows the reader to share the realization that the safety in "sameness" has terrible consequences. Read on for more of my review and ideas for classroom application.
The basic plot from Amazon: The Giver, the 1994 Newbery Medal winner, has become one of the most influential novels of our time. The haunting story centers on twelve-year-old Jonas, who lives in a seemingly ideal, if colorless, world of conformity and contentment. Not until he is given his life assignment as the Receiver of Memory does he begin to understand the dark, complex secrets behind his fragile community. Lois Lowry has written three companion novels to The Giver, including Gathering Blue, Messenger, and Son.

Why I liked it: The Giver is a novel I read as a young adult and have found just as good each time I reread it as an adult in preparation for teaching it. Life in a "utopian" society is revealed through the experiences of Jonas, a soon to be twelve year old boy who is transitioning into the adult world. Part of that transition is receiving his "assignment," the role he will serve in the community for the rest of his adult life. Jonas's assignment as the "Receiver of Memory" sets him apart from the rest of the community and he begins to see life in his community in a different light, eventually leading to his escape from it. The use of third person limited point of view focused on Jonas allows the reader to share the realization that the safety in "sameness" has terrible consequences.
In The Giver by Lois Lowry, life in a utopian society is revealed through the experiences of Jonas, a soon to be twelve year old boy who is transitioning into the adult world. Part of that transition is receiving his "assignment," the role he will serve in the community for the rest of his adult life. The use of third person limited point of view focused on Jonas allows the reader to share the realization that the safety in "sameness" has terrible consequences. Read on for more of my review and ideas for classroom application.

Classroom application: The Giver is appropriate for middle school and up since it doesn't have the mature content that many other dystopian novels do. It is also one of four connected novels by Lois Lowry, so if students like this one, you can recommend three more. As a classic dystopian text, the novel could be used as a core text while students read their choice of other dystopian novels independently or in literature circles. This would be a great way to compare themes or texts within a genre (Common Core Literature Standard #9).

The emphasis on "precision of language" in the novel presents a great opportunity to discuss the difference between denotation and connotation as well as how words can have shades of meaning. I have students examine names of towns, some positive and some negative, for both their denotative and connotative meanings. Students then create a name for the Giver community with positive connotations and rewrite a newspaper article announcing the new name so that the article has a positive tone rather than a neutral one.

Nonfiction connections can easily be made with The Giver. If you have a subscription to Scholastic Scope, recent articles about killer smog in London and the air pollution crisis in Beijing, dust storms & pollution in New Dehli, plastic bags, living on Mars, stress caused by technology, and lack of water are all possible connections. NewsELA also has a text set related to The Giver. Anything related to government control, such as China's one child policy, would also make for a great connection.

To tie in some poetry, I like to use the poem "Utopian" by Alicia Ostriker and to tie in narrative writing, students create a book of memories they'd like to be passed on. Students select five or more emotions or feelings and then a memory to convey each one. Each memory is limited to 500 words to push students to really focus in on a specific moment similar to Jonas's first memory from the Giver of the excitement of sledding.

If you are interested in purchasing a copy of The Giver 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.

February 25, 2018

#2ndaryELA Twitter Chat Topic: Digital Literacy

Join secondary English Language Arts teachers Tuesday evenings at 8 pm EST on Twitter. This week's chat will be about digital literacy.
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 week and we hope that you will join us again.




Looking for the recap? Click on the image below.


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.

On Tuesday, February 27, our #2ndaryELA chat will be about digital literacy in the English Language Arts classroom.

The Format:
8:00 – What and where do you teach? Include a link to your blog if you have one. #2ndaryELA
8:05 Q1: Digital literacy includes basic computer use, intellectual property awareness & more. What does it mean to you as a teacher? #2ndaryELA
8:10 Q2: How do you connect digital literacy with the rest of your curriculum? #2ndaryELA
8:15 Q3: What has been your biggest struggle when implementing digital literacy lessons in the classroom #2ndaryELA
8:20 Q4: What has been your biggest success when implementing digital literacy lessons in the classroom #2ndaryELA
8:25 Q5: Share your favorite digital literacy lessons, resources, ideas. #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 “Latest.”
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.)

You can also check out a quick video tutorial in this blog post.

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:

February 23, 2018

Teaching Literary Elements: Figurative Language

Figurative language is often what makes a story so rich and powerful. A reader is able to visualize exactly what the author intended when just the right language is used. Whether you are teaching these as new concepts for your students, diving in deeper, or just reviewing the basics, read on to find activities and resources that will benefit all levels of students.
Figurative language is often what makes a story so rich and powerful. A reader is able to visualize exactly what the author intended when just the right language is used.

Whether you are teaching figurative langauge as a new concept for your students, diving in deeper, or just reviewing the basics, you'll find activities and resources below that will benefit all levels of students.

Terms to Teach
At the start of my teaching career, I taught primarily ninth grade students at an urban, Title 1 high school. My students came from a variety of K-8 schools, which meant they came with varying English Language Arts experiences. To ensure that all of my students started high school with a strong foundation in the literary elements, I found it best to give direct instruction followed by ample opportunities to apply terms and practice skills.

During my direct instruction, I introduced students to the following terms: simile, metaphor, personification, hyperbole, understatement, and idioms/figures of speech. Many of my students were unaccustomed to taking notes so I provided them with a guided note taking template. This three column sheet provided a structured space for the term, definition, and examples. This note taking PowerPoint has clear, concise definitions and examples plus built in guided and independent practice.

Activities for Reinforcement
Before applying these newly learned terms to a poem, short story, or novel, I like to give my students opportunities to practice using shorter texts or media. For figurative language, using short video compilations provides great reinforcement. I have collected videos with examples of figurative language from songs, movies, TV shows, and commercials in this playlist. I play a few and have students identify the type of figurative language and analyze its meaning.

Another way I reinforce the types of figurative language is by using this free menu of activities based on Bloom's Taxonomy. Students choose activities from four different section of the menu: knowledge and comprehension, application and analysis, synthesis, and evaluation. Students examine short text examples of different types of conflict and can use their knowledge to complete tasks such as creating a Frayer's model for one of the types of figurative language or creating a cartoon showing the difference between interpreting a statement figuratively and literally.

Incorporating Movement and Hands-on Activities
One year I taught at an all boys school so giving them opportunities to move around and get some of that energy out was a must. Using stations focused on the types of figurative language is one way I did that. I pushed together desks, but you can also use tables, to set up six stations around the room. At each station, students completed activities such as matching terms and definitions and categorizing types of figurative language. Because all of the station activities involve matching, sorting, or sequencing, they are easy to check and offer feedback to students on their mistakes. I recently updated those stations to include a digital option as well.

Figurative language is often what makes a story so rich and powerful. A reader is able to visualize exactly what the author intended when just the right language is used. Whether you are teaching these as new concepts for your students, diving in deeper, or just reviewing the basics, read on to find activities and resources that will benefit all levels of students.

If you really like to get your students moving, you could hold a figurative language relay race (you might want to see if you can do this in your gymnasium or another large space in your school). At one end of the room, put a pile of examples of figurative language. Have students line up in their groups (of three to six students) at the other end of the room. Give each group an answer sheet that has statements like "find a simile that compares an animal to something else" or "find a hyperbole that shows how hungry someone is." The first group member has to run to the pile of answers and sort through it to find the correct one. He or she brings it back to the group, which then confers about whether it is correct. If it is, the group writes it down and moves on to the next statement. If it is not correct, the next group member is sent to the pile. Repeat until students have filled their answer sheet and you have confirmed that it is correct.

Another way to incorporate movement is to flip your instruction. Instead of having students take notes on figurative language, break students into groups and assign each group a type. Groups can then make a poster with a definition, examples, a highlighted poem that utilizes that types of figurative language and an image. After the posters are complete, hang them around your classroom and have students take notes as they do a gallery walk.

If you are a picture book lover like me, you could have students do a scavenger hunt for figurative language with a partner. To make it more challenging, allow students to only collect one example per children's book. Your school librarian or local librarian may be a help in recommending and obtaining relevant titles.

Texts to Read
The House on Mango Street by Sandra Cisneros is my go-to for figurative language. The novel as a whole is wonderful, but each chapter is a vignette that can stand as a short story on its own. A favorite chapter is the one titled "The Family of Little Feet," which I use as a mentor text to help students write a narrative of their own and incorporative figurative language. You could review one vignette as a class and then, similar to the scavenger hunt idea above using picture books, break students into groups to find figurative language in the other vignettes.

While all of Ray Bradbury's short stories are filled with figurative language, my favorite to use is A Sound of Thunder. The idea behind this short story has always fascinated me. If we could travel back in time, how would it affect the future? In Ray Bradbury’s text, time travel takes the characters to the prehistoric age of dinosaurs and one misstep has innumerable effects on the future. It’s a perfect illustration of the butterfly effect.

Figurative language is often what makes a story so rich and powerful. A reader is able to visualize exactly what the author intended when just the right language is used. Whether you are teaching these as new concepts for your students, diving in deeper, or just reviewing the basics, read on to find activities and resources that will benefit all levels of students.

You can find a variety of text types with figurative language here on CommonLit.

Creative Application
Once students seem comfortable with the terms or if students need a challenge, I introduce students to a digital breakout, "Figuring Out Figurative Language" for additional practice. A digital breakout is an online scavenger hunt-like game where players use teamwork and critical thinking to solve a series of challenging puzzles in order to open a series of locks.

Figurative language is often what makes a story so rich and powerful. A reader is able to visualize exactly what the author intended when just the right language is used. Whether you are teaching these as new concepts for your students, diving in deeper, or just reviewing the basics, read on to find activities and resources that will benefit all levels of students.

In this breakout, students are having trouble communicating with a friend, who at times seems to be speaking a different language, which has caused rift in their relationship. One day, after a lesson in English class, students realize that their friend hasn't been speaking another language; he's just been using figurative language. Armed with that knowledge, students have to interact with a variety of text and media to try to figure out some of their friend's most recent text messages and repair their broken friendship.

In addition to needing content knowledge to successfully complete the game, breakouts require students to think critically, communicate, collaborate, and use creativity. I also love breakouts because they provide students with many opportunities to fail and try again. Every unsuccessful attempt to open a lock forces them to reexamine their information and their thinking.

You can find all of my resources for teaching figurative language 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.

February 19, 2018

On My Bookshelf: The Hazel Wood by Melissa Albert

The Hazel Wood is an interesting mix of fantasy and thriller, fairy tale and magical realism. The main character, Alice, is no doubt a nod to Alice of Alice's Adventures in Wonderland and Through the Looking-Glass by Lewis Carroll. Similar to Carroll's Alice, this Alice is far from perfect. She can be impulsive and is willing to use others to get what she wants. However, her mission is not a selfish one; she is trying to save her mother from whatever forces of evil have captured her. Read on for more of my review and ideas for classroom application.
The basic plot from Amazon: Seventeen-year-old Alice and her mother have spent most of Alice’s life on the road, always a step ahead of the uncanny bad luck biting at their heels. But when Alice’s grandmother, the reclusive author of a cult-classic book of pitch-dark fairy tales, dies alone on her estate, the Hazel Wood, Alice learns how bad her luck can really get: Her mother is stolen away―by a figure who claims to come from the Hinterland, the cruel supernatural world where her grandmother's stories are set. Alice's only lead is the message her mother left behind: “Stay away from the Hazel Wood.”

Alice has long steered clear of her grandmother’s cultish fans. But now she has no choice but to ally with classmate Ellery Finch, a Hinterland superfan who may have his own reasons for wanting to help her. To retrieve her mother, Alice must venture first to the Hazel Wood, then into the world where her grandmother's tales began―and where she might find out how her own story went so wrong.
The Hazel Wood is an interesting mix of fantasy and thriller, fairy tale and magical realism. The main character, Alice, is no doubt a nod to Alice of Alice's Adventures in Wonderland and Through the Looking-Glass by Lewis Carroll. Similar to Carroll's Alice, this Alice is far from perfect. She can be impulsive and is willing to use others to get what she wants. However, her mission is not a selfish one; she is trying to save her mother from whatever forces of evil have captured her. Read on for more of my review and ideas for classroom application.


Why I liked it: The Hazel Wood is an interesting mix of fantasy and thriller, fairy tale and magical realism. The main character, Alice, is no doubt a nod to Alice of Alice's Adventures in Wonderland and Through the Looking-Glass by Lewis Carroll. Similar to Carroll's Alice, this Alice is far from perfect. She can be impulsive and is willing to use others to get what she wants. However, her mission is not a selfish one; she is trying to save her mother from whatever forces of evil have captured her.

Nothing comes easily for Alice or works out quite as she hopes in her search for the Hinterland, the fairytale world of her grandmother's book, or once she enters it, but she is unwilling to give up, even when there's a chance she may loose herself.

Classroom application: Because of its dark content, this one is for high school students and up. Fans of TV shows like Once Upon A Time and Grimm will love The Hazel Wood as will readers of The Lunar Chronicles and Heartless by Marissa Meyers and the Miss Peregrine's Home for Peculiar Children series by Ransom Riggs.

There are a few fairy tales told in full in the novel which could be paired with the original, darker versions of the fairy tales by the Brothers Grimm or Joyce Carol Oates's short story "Where Are You Going? Where Have You Been?" If you want to look at the novel with a feminist lens with your students, Feminist Fairy Tales by Barbara G. Walker would be another good pairing.

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

Note: I received a free copy of this book in exchange for my honest review. 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.

February 18, 2018

#2ndaryELA Twitter Chat Topic: Puzzles & Games

Join secondary English Language Arts teachers Tuesday evenings at 8 pm EST on Twitter. This week's chat will be about using puzzles and games to engage students.
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 week and we hope that you will join us again.




Looking for the recap? Click on the image below.


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.

On Tuesday, February 20, our #2ndaryELA chat will be about using puzzles and games to engage students.

The Format:
8:00 – What and where do you teach? Include a link to your blog if you have one. #2ndaryELA
8:05 Q1: How are you already using puzzles and games in your classroom? Share a photo or two! #2ndaryELA
8:10 Q2: What positive outcomes have you witnessed with these learning tools? Tell us about your favorite activity. #2ndaryELA
8:15 Q3: How do you assure your students meet learning outcomes and standards while playing and puzzling? #2ndaryELA
8:20 Q4: What struggles and questions do you still have for using more puzzles and games in the ELA classroom? #2ndaryELA
8:25 Q5: Share resources for using puzzles and games in the classroom (e.g. blog posts, Pinterest ideas). #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 “Latest.”
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.)

You can also check out a quick video tutorial in this blog post.

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:

February 16, 2018

Increasing Nonfiction Reading with Article of the Week

Nonfiction can easily get overlooked in favor of literature in ELA courses, so using article of the week is a great way to incorporate more nonfiction readings. This #2ndaryELA Twitter chat was all about implementing article of the Week. Middle school and high school English Language Arts teachers discussed how they implement article of the week in their classroom. Teachers also shared how they structure and mark student responses. Read through the chat for ideas to implement in your own classroom.
This #2ndaryELA Twitter chat was all about article of the week (AotW). Middle school and high school English Language Arts teachers discussed how they implement article of the week in their classroom. Teachers also shared how they structure and mark student responses.

Read through the chat below to find out where to find great nonfiction readings. You'll get ideas about how to differentiate based on students' interests and reading levels. You'll also find resources to help you implement article of the week in your own classroom if you are just getting started.

Hope you'll join us next week for another chat. 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, links, photos, etc. that will enhance our instruction.

February 12, 2018

On My Bookshelf: Jump Into The Sky by Shelley Pearsall

Jump into the Sky by Shelley Pearsall is narrated by Levi Battle, a teenage African American boy from Chicago who has little to no experience with racism and has never even heard of the "Jim Crow" of the South. His young age and innocence allow the reader to imagine the shock of coming into contact with experiences like being forced to sit in a blacks only section of a train or a storekeeper threatening one's life for entering through the front door of his shop. Read on for more of my review and ideas for classroom application.
The basic plot from Amazon: It's May 5, 1945. Carrying nothing but a suitcase and a bag of his aunt's good fried chicken, 13-year-old Levi Battle heads south to a U.S. Army post in search of his father—a lieutenant in an elite unit of all black paratroopers. The fact that his father doesn't even know he's coming turns out to be the least of his problems.

As Levi makes his way across the United States, he learns hard lessons about the way a black boy is treated in the Jim Crow South. And when he arrives at his destination, his struggles are far from over. The war may be ending, but his father's secret mission is just beginning—and it's more dangerous than anybody imagined. . . .

Shelley Pearsall has created an unforgettable character in Levi and gives readers a remarkable tour of 1945 America through his eyes. Jump into the Sky is a tour de force of historical fiction from a writer at the very top of her game.
Jump into the Sky by Shelley Pearsall is narrated by Levi Battle, a teenage African American boy from Chicago who has little to no experience with racism and has never even heard of the "Jim Crow" of the South. His young age and innocence allow the reader to imagine the shock of coming into contact with experiences like being forced to sit in a blacks only section of a train or a storekeeper threatening one's life for entering through the front door of his shop. Read on for more of my review and ideas for classroom application.


Why I liked it: Jump into the Sky is narrated by Levi Battle, a teenage African American boy from Chicago who has little to no experience with racism and has never even heard of the "Jim Crow" of the South. His young age and innocence allow the reader to imagine the shock of coming into contact with experiences like being forced to sit in a blacks only section of a train or a storekeeper threatening one's life for entering through the front door of his shop. 

Levi's attitudes about life also make him an interesting character. Despite being abandoned by his mother and left behind repeatedly by his father, Levi does not spend his time feeling sorry for himself and wallowing in self pity. His is remarkably independent and while his initial reaction to a difficult situation may not be cool and calm, he is able to reassess and work through most anything.

Classroom application: This historical fiction novel would be a great addition to a middle school or high school library. While it deals with racism, there is no mature content. The author even provides a teacher's guide on her website.

If your students have read and loved Christopher Paul Curtis's Bud, Not Buddy or The Watsons Go to Birmingham, Jump into the Sky, would be a great book to recommend next. Chronologically, it falls right between the two and could also be paired with a until on World War II to illustrate the experiences of African Americans during the war.

If you are interested in purchasing a copy of Jump into the Sky 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.

February 11, 2018

#2ndaryELA Twitter Chat Topic: Article of the Week

Join secondary English Language Arts teachers Tuesday evenings at 8 pm EST on Twitter. This week's chat will be about article of the week.
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 week and we hope that you will join us again.




Looking for the recap? Click on the image below.


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.

On Tuesday, February 13, our #2ndaryELA chat will be about using article of the week (ATOW)

The Format:
8:00 – What and where do you teach? Include a link to your blog if you have one. #2ndaryELA
8:05 Q1: Have you tried using AOTW in your classrooms? Why or why not? Your experiences? #2ndaryELA
8:10 Q2: Share your best tips for managing this heavy marking load. #2ndaryELA
8:15 Q3: Where do you find the articles you use each week? #2ndaryELA
8:20 Q4: How do you differentiate the articles for different reading levels and interests in your classroom? #2ndaryELA
8:25 Q5: Share any resources you have found helpful for implementing ATOW (blog posts, books, websites, 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 “Latest.”
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.)

You can also check out a quick video tutorial in this blog post.

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:

February 5, 2018

On My Bookshelf: Escape From Aleppo by N. H. Senzai

In Escape From Aleppo by N. H. Senzai, Nadia must navigate through her war torn city in an attempt to reunite with her family. As bombs fall and shots are fired around her, she is filled with fear and the pain in her leg from a previous incident in the war in which she was struck by shrapnel. She, who has rarely left the house since her injury, must now rely on the kindness of complete strangers and think quickly in life or death situations. Read on for more of my review and ideas for classroom application.
The basic plot from Amazon: Nadia’s family is forced to flee their home in Aleppo, Syria, when the Arab Spring sparks a civil war in this timely coming-of-age novel from award-winning author N.H. Senzai.

Silver and gold balloons. A birthday cake covered in pink roses. A new dress.

Nadia stands at the center of attention in her parents’ elegant dining room. This is the best day of my life, she thinks. Everyone is about to sing “Happy Birthday,” when her uncle calls from the living room, “Baba, brothers, you need to see this.” Reluctantly, she follows her family into the other room. On TV, a reporter stands near an overturned vegetable cart on a dusty street. Beside it is a mound of smoldering ashes. The reporter explains that a vegetable vendor in the city of Tunis burned himself alive, protesting corrupt government officials who have been harassing his business. Nadia frowns.

It is December 17, 2010: Nadia’s twelfth birthday and the beginning of the Arab Spring. Soon anti-government protests erupt across the Middle East and, one by one, countries are thrown into turmoil. As civil war flares in Syria and bombs fall across Nadia’s home city of Aleppo, her family decides to flee to safety. Inspired by current events, this novel sheds light on the complicated situation in Syria that has led to an international refugee crisis, and tells the story of one girl’s journey to safety.
In Escape From Aleppo by N. H. Senzai, Nadia must navigate through her war torn city in an attempt to reunite with her family. As bombs fall and shots are fired around her, she is filled with fear and the pain in her leg from a previous incident in the war in which she was struck by shrapnel. She, who has rarely left the house since her injury, must now rely on the kindness of complete strangers and think quickly in life or death situations. Read on for more of my review and ideas for classroom application.


Why I liked it: In Escape From AleppoNadia must navigate through her war torn city in an attempt to reunite with her family. As bombs fall and shots are fired around her, she is filled with fear and the pain in her leg from a previous incident in the war in which she was struck by shrapnel. She, who has rarely left the house since her injury, must now rely on the kindness of complete strangers and think quickly in life or death situations. 

Escape From Aleppo is the second book I've read by N. H. Senzai. The first was Shooting Kabul which focused on a young man and his family who leave Afghanistan just before September 11. Escape From Aleppo focuses on an even more current event, but what I appreciate most about both narratives is that it makes far off issues much more relatable for young people in telling about the events through the eyes of young people. In both books, I was struck by the courage the protagonists exhibit in situations most of us couldn't even begin to imagine ourselves in.

Classroom application: This novel would be appropriate for middle school and high school students. Despite being set in the midst of war, direct description of death and violence is minimal. The title would be a great add to help diversify your classroom library and could be used in literature circles focused on war or global issues.

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

Note: I received a free copy of this book in exchange for my honest review. 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.

February 4, 2018

#2ndaryELA Twitter Chat Topic: Teaching Literature Skills

Join secondary English Language Arts teachers Tuesday evenings at 8 pm EST on Twitter. This week's chat will be about teaching literature skills.
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 week and we hope that you will join us again.




Looking for the recap? Click on the image below.


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.

On Tuesday, February 6, our #2ndaryELA chat will be about teaching literature skills.

The Format:
8:00 – What and where do you teach? Include a link to your blog if you have one. #2ndaryELA
8:05 Q1: What specific skills do you focus on when teaching literature/novel? #2ndaryELA
8:10 Q2: Where do you find or how do you select texts to match the skills you are teaching? #2ndaryELA
8:15 Q3: How do you help student identify theme? What is your favourite lesson? #2ndaryELA
8:20 Q4: How do you differentiate the lessons for students who need extra support on a specific skill? #2ndaryELA
8:25 Q5: Share any resources you have found helpful for teaching literature skills (blog posts, books, websites, 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 “Latest.”
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.)

You can also check out a quick video tutorial in this blog post.

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:

February 2, 2018

Reading Strategies for Whole Class, Small Group, and Independent Reading

Reading is at the center of every English Language Arts instruction, Whether it is happening as a whole class or independently, there is little students can learn or practice without reading first. This #2ndaryELA Twitter chat was all about reading strategies for whole class, small group, and independent reading. Middle school and high school English Language Arts teachers discussed the frequency and purpose of their use of whole class, group/partner, and independent reading. Teachers also shared strategies for keeping students engaged in each type of reading. Read through the chat for ideas to implement in your own classroom.
This #2ndaryELA Twitter chat was all about reading strategies for whole class, small group, and independent reading. Middle school and high school English Language Arts teachers discussed the frequency and purpose of their use of whole class reading. Teachers also shared strategies for keeping students engaged in whole class reading.

Read through the chat below to find out how to keep students on task when reading in pairs or groups. You'll get ideas about independent reading and student accountability.

Hope you'll join us next week for another chat. 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, links, photos, etc. that will enhance our instruction.