CEARRIS BLOG

Jejak Panda Selamat Datang Di Website Kesayangam Anda bandarq online We spent a month reading poetry from the Harlem Renaissance in our English class. Then Mr. Ward—that’s our teacher—asked us to write an essay about it. Make sense to you? Me neither. I mean, what’s the point of studying poetry and then writing essays? When I was at the NCTE Convention this past November, I attended this one session where a woman talked about an after school literacy club she began for fourth and fifth grade girls.   All the books have female authors and protagonists.   I wrote down her entire reading list and bought every single book for Elsa for her eighth birthday in January.   The book I was most eager to read myself was Jacqueline Woodson’s Brown Girl Dreaming , which was a National Book Award Finalist in 2014.   I finished it yesterday.   It was awesome. Brown Girl Dreaming, in short, is an autobiography told in a series of poetic vignettes, divided into five sections,

Jejak Panda Menambah Ilmu Dengan Membaca Di Situs Kesayangan Anda judi ceme online I’ve been reading Amanda Ripley’s The Smartest Kids in the World , in which she follows three US students who spend a year studying abroad in countries that have routinely scored high on recent PISA tests.   One student studies in Finland, a second in South Korea, and a third in Poland.   I’ll write more once I am finished, but one of Ripley’s chapters struck a chord with me the other day.   Among the many issues Ripley explores is student drive.   One set of measurements on the PISA exams was a series of post-test questions.   The questions were a set-up because the researchers were not actually interested in the answers to the questions but in the question of whether or not students completed the post-exam questions.   This was their way of assessing drive.   Students from high performing countries like Finland and South Korea completed the post-exam questions in large numbers, an

Jejak Panda Hai.. Jumpa Lagi Di Blog Kesayangan Anda ceme online terbaik I was in my friend Rochelle’s eighth grade literature class today.   She and the student teacher, my advisee Emma, had the students working in literature circles.   For the most part they were going really well, but one group of boys had not done much reading.   They were supposed to be reading Kekla Magoon’s The Rock and the River , which is about the Black Panthers, but they weren’t.   One boy, however, defended himself to me by holding a different book aloft and saying, “But look, I am reading!”   His book of choice was Frank Beddor’s The Looking Glass Wars, a sort of sci-fi retelling of Alice’s Adventures in Wonderland and Through the Looking Glass . This reminded me of an incident a couple years ago in one of Tiffany Smith’s classes of sophomore American literature students at E.O. Smith.   Her students were supposed to be reading Jon Krakauer’s Into the Wild with my undergra

Jejak Panda Hello.. Selamat Datang Kembali Di Blog Kesayangan Anda bandar judi ceme I may have inadvertently begun a gender war in my Advanced Composition class.   This week we began reading Wilhelm and Smith’s award-winning “Reading Don’t Fix No Chevys”:   Literacy in the Lives of Young Men .   Let’s just say there was not universal agreement among the students about the causes of or solutions to the issues addressed by Wilhelm and Smith. I began the class by sharing a few facts.   Boys drop out of school at a rate about one percentage point higher than girls.   About 7% of all boys age 15 to 24 lack a high school diploma.   The number is closer to 4% for girls. Boys who drop out of school are more likely to wind up in prison. In high school and college, girls have higher GPAs and take more honors classes.   And there are more girls in college.   About 58% of the entire undergraduate population is female.   And women are making significant gains in graduate

Jejak Panda Kembali Bertemu Lagi Di Blog Ini, Silakan Membaca bandar ceme 99 Twenty-seven seconds.   That’s how long I waited before the girl answered my question.   I know because the technology director sent me a link to the videos he created of the demo lessons, and I timed it myself. I have been observing two sixth grade teachers as part of some PD I am doing in their school.   It’s been a great experience, though I don’t think they realize how much I have learned from them.   Anyway, after several observations, the time came for me to teach or co-teach their classes, lessons we had co-planned that built upon established units, the teachers’ strengths, and the existing cultures of the classrooms. We asked the students to read some essays written by slightly older students (one from Teen Ink and one from Time for Kids ), and then asked them to analyze the essays’ organization.   The kids were familiar with a five-paragraph stack   from Empowering Writers,