Writing Log #2

Erin Yaremcio

001185125

ED 3601

Dr. Robert LeBlanc

Ms. Jana Boschee

February 11, 2019

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Table of Contents

Wednesday January 9, 2019:

In-Class Reflection “Gaps and Goals of PS1/PS2”………………………………..…pg. 3

Poem from In-Class Prompt of “Teaching is Like”………………………………...…pg. 3

Gallagher: Chapter One

Part One: Quote Response ……………………………………………………………pg. 5

Part Two: Thoughts While Reading ………………………………………………….pg. 6

Monday January 14, 2019:

In-Class Reflection on Luke Allen’s Quote…………………………………………...pg. 6

Poem from In-Class Prompt on Good/Bad Lists……………………………………...pg. 7

Gallagher: Chapter Two

Part One: Quote Response ……………………………………………………………pg. 8

Part Two: Thoughts While Reading ………………………………………………….pg. 8

Gallagher: Chapter Three

Part One: Quote Response ……………………………………………………………pg. 9

Part Two: Thoughts While Reading ………………………………………………….pg. 9

Gallagher: Chapter Four

Part One: Quote Response …………………………………………………………..pg. 10

Part Two: Thoughts While Reading ………………………………………………...pg. 10

Gallagher: Chapter Five

Part One: Quote Response …………………………………………………………..pg. 11

Part Two: Thoughts While Reading ……………………………………………..….pg. 11

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Gallagher: Chapter Six

Part One: Quote Response ……………………………………………………….….pg. 12

Part Two: Thoughts While Reading …………………………………………….…..pg. 13

Gallagher: Chapter Seven

Part One: Quote Response …………………………………………………………..pg. 14

Part Two: Thoughts While Reading ………………………………………………...pg. 15

Monday February 4, 2019:

Poem from In-Class Prompt …………………………………………………………pg. 15

Gallagher: Chapter Eight

Part One: Quote Response ………………………………………………………..…pg. 16

Part Two: Thoughts While Reading ………………………………………………...pg. 16

Gallagher: Chapter Nine

Part One: Quote Response …………………………………………………………..pg. 17

Part Two: Thoughts While Reading ………………………………………………...pg. 18

Monday February 11, 2019

Comic Strip of a Teacher’s Worst Nightmare……………………………………….pg. 19

Writing Log Self-Evaluation ………………………………………….……………………..pg. 20

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Wednesday January 9, 2019

In-Class Reflection “Gaps and Goals of PS1/PS2”

Looking back on PS1 last year, I gained so many skills but still have many questions -

especially when it comes to assessment, evaluation and how they work with the curriculum. I

was able to do two unit plans with my placement, but both being in grade six science and math.

In comparison to others who were able to teach English in their first practicum - I feel like

I am at a bit of a disadvantage. I'm not even sure what I should be looking for in writing,

especially creative writing, and what to assess in creative writing and how it relates to the

curriculum outcomes. However, I feel more comfortable when it comes to actually teaching

topics such as Shakespeare or other classical works, poetry, and essay writing. I had very strong

English 10, 20 and 30 teachers with many years of experience, and each of them created such

unique and interesting ways to teach their specialties. It is my hope, that I am able to adapt what

these teachers used and use their initial ideas to build a foundation of a unit.

Poem from In-Class Prompt of “Teaching is Like”

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Gallagher: Chapter One

Part One: Quote Response

“Students who are taught how to write without being taught the real-world purposes behind

authentic writing are much more likely to end up seeing writing as nothing more than a school

activity—nothing more than a series of obstacles to overcome in order to pass the state test or to

get to graduation… When students see why writing is important in a post–high school world,

they are more likely to give writing the time and attention it deserves” (p. 7–8)

I fully agree with Gallagher's statement that if students are not taught how to write in a

real-world manner, then they will come to view writing as a school activity and not as a life skill.

Growing up in a rural town, I can vividly remember classmates who's only goals were to finish

high school with the minimum requirements so that they could go to work on the oil rigs or the

family farm. This group of classmates, and those with similar views and goals, consisted of about

85% of my graduating class - and in a graduating class of 100, you begin to see what classroom

dynamics might have been like while I was in high school. Though my teachers tried to show my

classmates that writing was not just a school activity but a life skill, it fell upon deaf ears. This is

consistently represented in the Facebook posts of my peers that are filled with spelling, grammar

and often logical mistakes. Writing should and must be taught as a life skill. Without the ability
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to properly communicate one's intentions, one is not able to take full autonomy over their

actions.

Part Two: Thoughts While Reading

-I loved the “1 topic=18 topic” spreadsheet! This is such a creative way to get students thinking

about writing in a much deeper and philosophical way! I will totally be using this strategy in my

classroom this semester!

-The example of the student coming up to you with two different writing scenarios (essays

versus real life writing) really emphasized how little we use academic writing in our daily lives,

when you really take a minute to stop and think about it.

-Also, the manner in which the teacher interacted with the student in the student-teacher writing

conference gave me insight in how to help students formulate their own ideas without just

providing students with the idea. I find myself often giving students the idea, without having the

student come up with the idea on their own. Using this conversation model and the topic

spreadsheet, I feel like I am better prepared to assist students when it comes to choosing a topic.

Monday January 14, 2019

In-Class Reflection on Luke Allen’s Quote

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"We risk descending into politically driven and historically naïve arguments over methods,

competencies, and approaches - arguments that masquerade as debates over science and

discipline, when in fact they have always been and always will be about field and capital."

-Allan Luke (2004)

As teachers, we have to be, not only aware of but knowledgeable about the hidden

curriculum. We are public servants and thus are exposed and are expected to teach the hidden

curriculum and are often criticized for following this "agenda". However, many of us either

choose to be blissfully ignorant or are naïve of the fact that the government, and thus that

governing party's opinions, are reflected in the curriculum that we are expected to teach. We can

choose to argue over the different approaches and methods of teaching, especially in such an

"abstract" subject as English, but we have to realize that what these arguments are really about;

the differences in opinions that a governing party may have about the usefulness of a particular

skill set - and in particular, how it relates to the economy. We must set ourselves apart from this

argument that I have outlined, and instead focus on the realities before us - the tried and true

methods that allow us to teach English in the most successful manner possible.

Poem from In-Class Prompt on Good/Bad Lists

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Gallagher: Chapter Two

Part One: Quote Response

“The teacher is the best writer in the room (that’s you and me); therefore, it is critical that the

best writer in the room models the confusion, the messiness, the stopping and starting, the

hesitation that comes with trying to compose” (pp. 33)

I believe that students should be able to see the messiness and mistakes that a teacher

makes. Often times I feel like students do not realize that teachers are in fact, human themselves.

We make ourselves appear "flawless" or "perfect" in order to maintain a wall of professionalism

and to appear more confident than we sometimes are. But by doing this, we lose the true
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meaning of teaching - that true concept of connection. We as teachers are privy to the vast

majority of mistakes made in a youth's life. However, in retrospect students are privy to the vast

majority of a teacher's façade - the lesson plans, outlines, rubrics, speeches - many that are years

old with multiple revisions and times to practice.

Part Two: Thoughts While Reading1

ALL THE POEMS

I LOVE THE POEMS

SO MANY POEM TYPES

ITS LIKE THE BEST WRITING PROMPT HELPER EVER

I am so going to use the whole chapter…

Gallagher: Chapter Three

Part One: Quote Response

“If you can’t explain it simply, you don’t understand it well enough” (Albert Einstein)

Teaching is really about simplicity. In order to show your ability level, you must be able

to show that you can adapt your vocabulary to the level of who you are trying to speak to. The

greatest scholar could be unknown, simply because they cannot communicate effectively. A

teacher must be able to communicate high level complex concepts, in a simple easy-to-follow

manner. For instance, Gallagher shows his skill level time and time again. He takes concepts that

could prove to be difficult to understand but demonstrates his ability to not only simplify his

1
The completely true, unedited, unfiltered and
real thoughts that occurred during this reading
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teaching for his students, but for his readers. I am able to follow along and understand how

writing is not just limited to poetry, essays or creative writing - but to real life applications like

communicating with your insurance providers.

Part Two: Thoughts While Reading

-I completely agree with the fact that students need to understand that writing can be used in all

aspects of life. I can speak at length on this topic… 2

-I have never really thought to deeply about the oxymoronic words in my life… And I realize

how many there are and now I'm amazed.

-Some of these students the author talks about have gone through so much. I am really glad that

they have a teacher who cares about them.

-Having students write about their social media is a good idea… I might adapt and use Instagram

as so many kids have “themes” on their feeds?

-Having assignments that are not mandatory are quite a good idea, especially when it comes to

sensitive prompts.

Gallagher: Chapter Four

Part One: Quote Response

“. . [I]t is the very teaching of how to evaluate literature that sharpens our students’ ability to

evaluate more important, real-world elements” (pp. 113)

2
See page 4
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In this ever-growing media-dependent world it is so important that we are able to teach

our students how to think critically and evaluate the different aspects that they are exposed to.

The alarming statistics on how many ads we see per year is just a testament to how our society

has become dependent on the "guiding" voice of the media and capitalism in general. By

teaching our students how to unpack these different ads, reviews, speech etc., we are giving our

students the ability to think critically and independently for themselves. To me, by teaching

students how to think critically about these things and how to explain why they agree/disagree or

what-have-you about a topic is crucial for forming identity.

Part Two: Thoughts While Reading

-Revision and editing is tough to teach. I'm quite thankful I love editing, and I hope that I can

convey this in my classroom one day. I honestly would have probably been an editor if not a

teacher.

-Evaluative writing… I wonder if I could have my students create a chart and evaluate the poetry

that comes in? Maybe as a way to help them focus on the poem and what they each look for in

"good" poetry?

-“What he said/didn’t say” is a great idea. Totally going to use this to teach about subtext

-I like this textbook almost more than Bridging English.

Gallagher Chapter Five

Part One: Quote Response

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“If we want our students to develop into deeper thinkers, we must move them beyond the kind of

writing that is used to simply check surface-level comprehension and have them extend their

thinking in writing activities that encourage inquiry and exploration.” (pp. 117)

I really like the idea of the prewriting activities and pre-class activities when it comes to

comprehension as it allows students to look deeper at what they know and what they don't know.

Students often don't know what they do not know, and so having a venue where they can explore

what they don't know. I know that the more I write the more unique topics and deeper thoughts

and perspectives I come across - which in itself allows me a chance to learn from my own

assessment. I feel that if I can help students get to that level of comprehension, that they will not

only be more prepared for assessments in the future, but also that they are able to think critically

and use logic and philosophy in their daily lives.

Part Two: Thoughts While Reading

-I remember having the key word initial day tasks. I loved having a word (and often we had a

word puzzle) to figure out while the rest of the class was settling in. I can see how it would work

for symbolism and it would be able to tell how my students have been keeping up with their

work. However, I don't want to frighten students away from my class or have them show up late

just to avoid doing this part of the class.

-The comprehension chart for first/second/third readings does make sense, and I think would be

a great idea for working on generating essay ideas.

-I love exploratory writing, and wrestling with difficult topics and this is kind of what I am

hoping to get at in the poetry journals!

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-I like the list (I'd like to know more about) paper. I think I might condense this and use it as an

exit slip idea. Then the next day we, as a class, through discussion, can look at the generated

questions (without singling anyone out).

-In preparation for my jury activity surrounding literary theory, I think it would be a good idea to

try the Burning Questions (pg. 126) activity to help generate questions and to see how my

students (each assigned to a different literary theory) would answer these questions.

-I like the disturbing news stories idea, however I would be cautious using this in my unit. I

would want to make sure that my students are prepared for what might be out there, and that they

are mature enough to handle the situation. However, discovering the topic they may begin to

examine worldviews, and it could be a great activity. I'm just not sure and I think it would

depend on how my class is taking the unit.

Gallagher Chapter Six

Part One: Quote Response

Teaching students how to analyze and interpret literature should be seen as a starting point. If

we are really going to develop our students’ ability to think, we need to move them beyond the

literature and give them ample opportunities to analyze and interpret the real world.”

(pp. 172-173)

I completely agree with Gallagher's statement that we need to move students beyond just

reading and writing to give them the skills and tools to think critically and respond to the world. I

really like the comprehension ideas he presents, and I know that I can quickly incorporate and

condense many of these ideas down into Exit slips. My favorite teacher was always one to focus
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less on the actual six pillars on literacy and more on critical discussion. We never took notes but

and the majority of the class time was spent on class discussion. We didn't have to raise our

hands, but instead were to follow the only rules of his class - respect, listening and willingness to

be open to other ideas and possibilities. I learned more about English, literature and language in

his class, than in any other English class I have taken since.

Part Two: Thoughts While Reading

-I really liked the Picturing the Past 10 years analysis poster. I think if I were to modify it to fit

my unit, I would use different characters rather than specific dates. I think it would be a good

way for students to see the differences between characters in a more concrete manner.

-I really liked the idea of quick look analysis of photos. I remember doing this a lot as a student

and I really enjoyed it. It was a nice way to start a unit and to start analyzing what could be

behind what we think we see. However, I was not a fan of the worksheet and I think I would

enjoy using this with my students as a small group discussion topic instead.

-I really enjoyed the draft reading notes activity - I think it is a brilliant way to get students to

reflect and reread. I will most definitely be using this in the future.

-The table topics idea I also really enjoy. By taking that stack of cards and having students draw

from them, I feel like I could really see the student's level of comprehension! I will be modifying

this into an exit slip activity!!

-I like the "What's the Connection" activity, however if I were to use it in my unit, I would have

to be careful on selecting the connections. I would not want to start a controversy!

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-I feel like the "what would have happened if" idea would be a great prompt to start their poetry

journals. As students know that they are confidential, I know that they would be able to work

through some of their own experiences.

-The Connect the Dots activity would be a great way for students to see how the current events

we are examining, and the events in the books, are connected. I will totally be stealing this idea

for a mini-lesson.

-The Interpreting Song Lyrics activity is something that I already have planned in my unit plan! I

will be stealing the focusing questions from this activity to supplement my resource that I

already have started!

Gallagher Chapter Seven

Part One: Quote Response

“It’s hard work, but having my students stand next to me and watch how I write has elevated

their writing more than any other strategy I have employed in the classroom.

‘I go, then you go’ works” (pp. 200)

I really enjoy modelling concepts for my students - even though I know it is not my

strongest point of teaching. It was really helpful to see how Gallagher worked with his students

and brought them through his experiences in order to teach them the concept of writing a

persuasive essay. I know I use this model already at my private music academy when I am

teaching my students, as I play the song before they start learning the song. However, I had not

thought about how to apply the modelling technique to my own teaching, especially when it

comes to teaching English and more specifically teaching concepts that I am already familiar and
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comfortable with doing myself. But I know that I cannot assume that my students feel the same

way about their skills, and so modelling must be done in order to enhance their learning

opportunities and to provide them with the skills and tools that are needed in order to succeed.

Part Two: Thoughts While Reading

-I have done a Four-Square argument chart before. I actually have planned to use this activity

before reading about it in Gallagher's book. Instead of having it just as a worksheet, I will be

adapting it into a classroom activity.

-I really enjoyed how he had the students write introduction paragraphs as practice and then

share them with classmates to see which one was more effective. I am so going to use this!

-Although this chapter had many great ways on how to write an effective persuasive essay, I

already knew many of these techniques as he had alluded to them earlier in the book. I am glad

to see how he works through his ideas though!

Monday February 4th, 2019

Poem from In-Class Prompt

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Gallagher Chapter Eight

Part One: Quote Response

“[I]t is imperative that we teach our students that revision means much more than fixing

capitalization and punctuation, and that skillful editing can actually add power to their writing”

(pp. 222)

Editing is so powerful. It is one of my favorite things to do - truth be told if I wasn't going

to become a teacher, I would have become an editor. Since I was a child, I have scribbled notes

in the margins of books noting where spots sounded awkward or forced and fixing any mistakes

the publisher made! I still send emails to publishers about any small errors I find in textbooks!

But beyond my fascination and fixation with editing, I know that it is a powerful tool for writing.

I often find myself revising my position and topic through my editing process (a lengthy two-

week ordeal where I revise daily and write notes to myself to resolve with my happy red pen).

After everything has been completed, I know that the paper that I have written sounds so much

better and has evidence that is supported through and through. Not only this, but the fact that I

have become more knowledgeable on what I actually know is one of my favorite parts of editing!

Editing gives me passion for my writing, and I know that not everyone feels the same way about

editing (or marking), but it is my hope that in my classroom (with my enthusiasm) that I will be

able to show my students how useful editing can be!

Part Two: Thoughts While Reading

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-I love the acronym of RADaR! It is so very effective and allows students to remember what

they need to look for when revising. I know that I shall be using this "replace, add, delete and,

reorder" model in my own writing!

-I really like how there was evidence that in order to learn specific skills, students both have to

simulate and integrate practice. I have known this from my own experiences both as a student

and as a teacher and am glad that there is finally some evidence (that I have come across

anyways)!

-I like the idea of the sentence of the week idea, with having the students figure out the rules,

however I feel like this would be most effective when used on a long-scale plan, not just in

practicum.

-I love the portfolio with all the different skills! I feel like this is something I could add to a

portfolio, and also to modify to ensure that students are handing in all the elements of an

assessment!

Gallagher Chapter Nine

Part One: Quote Response

“Our students don’t need the best writer in their classrooms to assign writing; they need the best

writer in their classrooms to sit smack dab in the middle of those rooms and model the wrestling

match we go through to produce worthwhile writing” (pp. 225)

The best teacher isn't one who thinks that they are the smartest person in the room. No,

the best teacher is the one who knows that they aren't the smartest person in the room and who

takes strides to be able to enhance and further their own education and to learn from their
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students, alongside their students. I know that as a student it is harder to follow along with a

teacher who is mindlessly lecturing about some procedure or model. But when I am provided

with a model or a guide as to how I am to complete some task, it makes my learning objective so

much easier to accomplish. I know that in my classroom I will have to be cognizant of the fact

that I need to model my mistakes to my students without being afraid of my mistakes or as

appearing imperfect. It is my goal for PS2 to not be afraid of making mistakes in front of my

students.

Part Two: Thoughts While Reading

-What are my own core beliefs about teaching writing? Gallagher has some awesome core

beliefs and how he explains them makes perfect sense. I would like to see with further self-

examination what my own core beliefs are, and if they change during practicum.

-I know that I need to put in more effort when it comes to preparing before teaching. I did put in

lots of effort in PS1, however I know that I need to put in more effort for PS2 to be even more

successful. I hope that by taking time off of all my jobs and not working for the entirety of my

practicum (including the weekends) that I should be able to focus and prepare.

-My students need me. The real. Authentic. Me. Not a version that is afraid to be themselves. I

know that I need to work on my fears of "imperfection" and be prepared to show my students

who I am.

-Background knowledge is key. Allow students the time and opportunities to immerse

themselves in the context of the content you are teaching.

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-FINALLY, someone who teaches high-school agrees that there is no such thing as a five-

paragraph essay!! By having the students look for five paragraph essay examples, and when they

discover that there are none, that should eliminate that issue! Brilliant!!

-Writing by hand is important - and I agree! The sad fact is that many kids don't know how to

handwrite anymore! I know that when I get tenure somewhere, I will incorporate handwriting

into all of my classes! Even if it just means learning how to handwrite their names!

-I really enjoyed this book overall. I know that it will be an invaluable resource for the rest of my

life!

Monday February 11, 2019

Comic Strip of a Teacher’s Worst Nightmare


Writing Log—Self-Evaluation
Criteria
I showed an awareness of
connections within the
texts and between the
text and other sources.
I identified important
strategies and ideas raised
by the text
I offered
accurate/appropriate
practical application of ideas
to my teaching context and
showed understanding of the
writing process
I demonstrated an
engagement with the text
in an easy to read style
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Evidence
I believe that I showed some evidence between the texts and other
sources. One specific example is Footnote 2 which links thoughts
between chapters in the Gallagher text. Implicitly I drew upon other
resources and thoughts that had been discussed in class.
Yes. In my Part Two: Thoughts While Reading, I explicitly state many
examples of strategies that I wish to use. Including the entirety of
Chapter Two (which I adore and it is so useful)!
I suggested in a few of my Part Two: Thoughts While Reading
strategies to use in my unit. I actually implemented some of these
strategies unknowingly beforehand and was pleasantly surprised to see
them in the text. I feel like I have a better understanding of the writing
process, however I do not know if I was as successful as I thought I was
to successfully communicate my understanding.
Yes! I included memes! The Part Two: Thoughts While Reading were
thoughts that flowed freely from my mind, without the worries of
academically processing each thought.
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Self-assess your own writing process, your engagement with the Gallagher text, and your attention
to the writing tasks in this class to inform and guide further writing instruction.

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