Using Music in an English Classroom

           Despite the fact that songs are great instruments of entertainment, they can come very handy when teaching various forms of literature. I remember the first time I analyzed poetry in my sixth grade class using music lyrics. This made poetry fun and exciting to learn. What most students do not realize is that songs are a form of writing, and a form of poetry. Analyzing and scanning songs is a very similar process to doing so of a poem. It is just the form that is different.

            I would use songs in my classroom when teaching a unit of poetry. I would have the students listen to and read song lyrics as if they were doing so with a poem. In these lyrics they could identify literary elements such as similes, personification, etc. During this process, I would be achieving the standards that connect my content area to the real world. The students would be identifying content area based vocabulary in common day songs. Lyrics can also be a useful tool when teaching rhyme scheme. Most lyrics rhyme and therefore, are a useful tool in identifying the rhyme scheme. Also repetition occurs in every song, there is always a refrain, or chorus, that is repeated throughout the song.

            Another use of song in my classroom can be with student creation. Instead of having students write poetry they could write song lyrics. Those students who wish to perform them can also do so. This will give them a chance to give their creation a personal touch and perform it. Most students do not connect to poetry units because the poetry is either outdated or they are intimidated by its complexity. Approaching poetry in this way will give the students an opportunity to personalize their work in a form that many of them enjoy. Performing it will also allow those who are musicians to shine in this unit of study. 

Using Movies in an English Classroom

             Movies in my classroom can be a vital part of making connections with the text. Students can create movies to demonstrate comprehension in a specific topic, or they can watch a movie adaptation of a novel they read to compare and contrast both forms. This can be a great way of crossing both forms of art.

            Similar to writing essays, my students can create a movie, or video, of a topic we are discussing in class. For example, if we are working on argumentative writing, the students can create a video that demonstrates their take on the topic we are researching. Or students can create a movie of a play that we are reading. If we are reading Shakespeare, the students can create a movie of their own intake of the play. This way the students have the opportunity to expand their imagination and create their own modern twist of Shakespeare. This can also be a chance for me to assess their interpretation of the text.

            On the other hand, I can show movies of novel adaptations that have been made. If we are reading a novel I can show them the movie and have them compare and contrast the differences and similarities. For example, The Great Gatsby recently came out in a movie version and if you read the novel it takes on a different interpretation. The music in the movie is modern, while the novel is set in the Jazz Age. Or I can have the students read an Old English literary work and have them compare it to a modern movie. When I was a senior in high school my English teacher had us read Beowulf and then watch the movie “The Dark Knight” and write an essay comparing and contrasting the villain or hero in both works. This was a great way of getting the students interested in reading the literary work because they were comparing it to a modern movie. 

Using Pinterest in an English Classroom

           Social Medias are mediums that have caused a lot of controversy over the years in schools. Some teachers are scared of becoming friends with their students online because they see that as crossing the line. However, I believe that some Social Medias can be used if they are given to students with a limited access.

            Pinterest, for example, can be helpful for my students to write picture prompts. Instead of giving them outdated or boring pictures pulled out of a textbook, I can have them use Pinterest. However, I will give them boundaries and guidelines that they must follow. For example, if they have a Pinterest account they can use a picture that they pinned, but it must be appropriate to a topic and to their academic work. Then they can write a prompt about that specific picture, but first it must be approved by me. Giving the students the freedom for using a social media to find a picture for their prompt, might spark more interest in the assignment for many students.

            Another way I can use it for picture prompts can be for brainstorming. On my own Pinterest account I can create a board with preselected images and have my students select an image from the board. The way I would present them the images would be in a print screen shot of the board, where they cannot access my account directly and see personal information. Then I would project this screen shot on the smart board or print it out for their own use. Then they would select one of the images and brainstorm about what their prompt may be about. This might not be the most brilliant idea of using technology in a classroom, but I think that the students will feel inspired knowing that the pictures I selected were from a social media that they may even use on their own.

Using a Smart Board in an English Classroom

         The Smart Board may be an overused technology in many classrooms today. However, I do feel that it can be very useful in an English class. It is a great tool for modeling literary techniques. For example, if I were teaching a unit on poetry I could use the Smart Board to model how to read a poem. When reading a poem it is very important to annotate and write in the margins. I could use the board to model to my students how I would annotate a poem and how they should as well. I could use the markers to circle important words or even to identify different literary elements present in the poem. This way they can visually follow my train of thought in the annotating process.

            Another way that the board can be a helpful tool for my students is for essay revisions. Similar to the poetry example, I could use the board to model how the students should write their essays and revise them. I can show what good brainstorming looks like by projecting a sample on the board. I can also model for them how they should revise their essays during an essay revision. Essay revision is always a process that students have trouble with as it is tedious and an attentive process. Therefore, the board would be a great tool to model for my students exactly how they should revise.

            The board can also be used to teach close reading. Close reading is a complex way of dissecting a text and getting to the core of its meaning. Some students struggle with this at first because they do not understand how to approach it. Using the board will give me the opportunity to demonstrate to my students how they should approach a complex text. The board allows, in all of these occasions, to visually follow a complex process instead of just hearing how they should approach something. When students are learning these complex skills, such as dissecting a text in a close reading approach, they need to first see how it’s done to then successfully tackle it. The board allows for the opportunity to teach students the right way instead of losing them in the process.

Collaboration Canvas

          When looking for a canvas to remix, I spent some time trying to find something that could easily be transitioned into an English class. As a result, I found the canvas of a history unit on the Russian Revolution. I thought this was a perfect fit because it is important that when students are learning about a historical event they get a chance to see what writers were writing about during that time. Therefore, I expanded on what my classmate had in his history canvas and decided that students can analyze the speeches of the famous Russian leaders of the time (Lenin and Stalin). Then as a counterpart, they could read Animal Farm by George Orwell and see how an author can manipulate (by using a satirical element) the language and the perspective of the citizens.  This novel also shows other world leaders of the time and how their actions were affecting their people.

            I did not remove anything from the original canvas because the canvas did not carry over and I thought the original unit was a great tool for my unit. History and English complement each other very well and can be a great tool for students to see the connection so that they can learn how to organically make the connections in the future.

Remix Canvas

Using Hyperstudio in an English Classroom

            A big part of the Common Core Standards is to get students to participate in discussions and use technology in the classroom. Why not incorporate both into one assignment? Using hyperstudio, a computer software which is used to make visual presentations, would incorporate both standards.  This software allows students to make presentations and then use their voice, or a video of them talking to narrate or to explain what they've created.

            In my class my students can use this resource for creating character analysis presentations. For example, if they are reading a Shakespearean play, they can do a visual presentation on each character. They can find pictures online, or draw their own to create a visual image according to the details and descriptions that the author provides in the play of the character. This way the students can share their presentations and compare each other’s take on the character analysis. Often students find it easier to relate to what their classmates interpret rather than the teacher because their perceptions may be similar.

            If I was teaching middle school, I can have them do their book reports on this software. They would incorporate pictures or visuals of the following: characters, setting, plot, climax, resolution, etc. Then they would narrate each element on their video presentation. They could even include parts where they read episodes from the book that they feel are important to their report. It would be a fun assignment where they get to be creative as a way of introducing to the class the book they read. They can even, if they choose to go outside of the box, create an “advertisement” for that book. They could create a presentation that will “sell” the book to their classmates and get them to read it as well. Then instead of having students present the videos in class, I could post them on the classroom website where each student has to comment on at least three of their classmate’s reports. This is a fun way of getting participation points and giving their classmates positive feedback on their work.  

Check out their website: http://www.mackiev.com/hyperstudio/index.html

Evernote in an English Classroom

             I believe that using Evernote in an English classroom, or any classroom, is a great tool for the students and even for the teacher. My students can use this website as a means of keeping their notes organized and sharing information with their classmates for projects. For example, if they are working on a debate, students can use Evernote as a means of keeping track of their evidence and all members can access this information. There are also different tools on Evernote that students can use to keep statistics and create charts that can also be used for the debate.

            On Evernote, students can keep notebooks, images, graphs, links, etc. There are endless tools that can be used on Evernote and that’s what makes it special. I was first exposed to this website in my co-op’s classroom. Since her classroom is a “paperless” class, she needs to use Evernote for students to keep notes. Students can type up notes while the teacher gives her lesson, and then they can even share their notes with a classmate to make sure they captured the correct information. Evernote makes it easier to share notes because students can just copy and paste the notes and send them to their classmates. This technique would be appropriate if a student was absent or missed class. The students do not need to worry about copying them over or trying to figure out each other’s handwriting. It is a functional tool for students who may have a hard time organizing their notes.

            On the other hand, Evernote can turn some students lazy and unorganized. For example, some students might not take notes and instead expect their classmates to share the notes with them. In this case, I would have to first go over certain rules of using the technology and Evernote. As well as doing a routine notebook check. This will motivate students to keep their notebook up to date and will count as a participation grade. Another issue with Evernote is that it relies on the internet alone. What happens when the internet is down? What if the school does not have a computer for each student, or can’t afford that amount of technology?