How great is Gary Soto? When you need a poem for a lesson to teach just about anything- figurative language, symbolism, theme- he's there for you. This week, I wanted to post a poem about teaching, the joy, the frustration, the beauty, of teaching. And what did I find? This gem from Gary Soto:
teaching english from an old composition book
Several international students from Honduras shared a presentation on their country in Spanish. Filmmaker and West Oso High School alumna Meg Medina read her children's book "Mango, Abuela, and Me," about an English-speaking child and their Spanish-speaking grandmother sharing words. West Oso High School students Ashley Olachia and D'Schon Simmons read the poem "Teaching English from an Old Composition Book."
Why a poem? Because in writing posts for this blog and for books I have written over the past half-century, I have used expository writing. I describe, analyze, and try to capture school reform, policy-making, and the practice of teaching using facts, evidence, and explanation. It is aimed at the brain, not emotions.
Composition books are an excellent tool for young learners. They easily fit in student desks and can be used for all subject areas. Over the years, I have learned many fun composition book tips and tricks. Check out these composition notebook hacks you need to know about.
Tabs can be useful if you use the notebook for multiple subjects. For example, if you are using your composition book for math and word work, tabs can help keep the subjects separated. An easy way to make tabs is to fold a small rectangular piece of cardstock and staple it to a page.
If your students use multiple composition notebooks they can easily mix up which notebook is which. Putting different color tape on the spine of the notebook can help your students know which notebook to easily grab.
If you can make the composition books interactive, you will have more buy-in from your students because they are actively engaged in making their notebooks. You can read more about how we use interactive notebooks in our classroom here.
ENGL 501 Textual Theory (5)Provides an introduction to the intellectual foundations of textual studies; historical background in disciplines of philology and textual criticism, theories of textuality from formalism and New Criticism to poststructuralism, and media-specific analysis; current and emerging concerns in the history of the book, media studies, globally comparative philologies, and digital humanities. Offered: jointly with C LIT 551.View course details in MyPlan: ENGL 501
ENGL 503 Studies in Print Culture and Publication (5)An examination of the theoretical and methodological issues attending the study of printed texts; training in bibliography and the history of the book from Gutenberg's hand press to the machine and periodical presses of the nineteen and twentieth centuries; and contemporary book art. Offered: jointly with C LIT 553.View course details in MyPlan: ENGL 503
ENGL 567 Approaches to Teaching Composition (1-5, max. 10)Readings in composition theory and discussion of practical classroom applications. Prerequisite: previous experience or concurrent assignment in teaching writing.View course details in MyPlan: ENGL 567
The Old Testament consists of many distinct books by various authors produced over a period of centuries.[2] Christians traditionally divide the Old Testament into four sections: the first five books or Pentateuch (corresponds to the Jewish Torah); the history books telling the history of the Israelites, from their conquest of Canaan to their defeat and exile in Babylon; the poetic and "Wisdom books" dealing, in various forms, with questions of good and evil in the world; and the books of the biblical prophets, warning of the consequences of turning away from God.
For the Orthodox canon, Septuagint titles are provided in parentheses when these differ from those editions. For the Catholic canon, the Douaic titles are provided in parentheses when these differ from those editions. Likewise, the King James Version references some of these books by the traditional spelling when referring to them in the New Testament, such as "Esaias" (for Isaiah).
The disputed books, included in most canons but not in others, are often called the Biblical apocrypha, a term that is sometimes used specifically to describe the books in the Catholic and Orthodox canons that are absent from the Jewish Masoretic Text and most modern Protestant Bibles. Catholics, following the Canon of Trent (1546), describe these books as deuterocanonical, while Greek Orthodox Christians, following the Synod of Jerusalem (1672), use the traditional name of anagignoskomena, meaning "that which is to be read." They are present in a few historic Protestant versions; the German Luther Bible included such books, as did the English 1611 King James Version.[b]
It varies in many places from the Masoretic Text and includes numerous books no longer considered canonical in some traditions: 1 and 2 Esdras, Judith, Tobit, 3 and 4 Maccabees, the Book of Wisdom, Sirach, and Baruch.[36] Early modern biblical criticism typically explained these variations as intentional or ignorant corruptions by the Alexandrian scholars, but most recent scholarship holds it is simply based on early source texts differing from those later used by the Masoretes in their work.
Some[who?] thought the Messiah was already present, but unrecognised due to Israel's sins; some[who?] thought that the Messiah would be announced by a forerunner, probably Elijah (as promised by the prophet Malachi, whose book now ends the Old Testament and precedes Mark's account of John the Baptist). However, no view of the Messiah as based on the Old Testament predicted a Messiah who would suffer and die for the sins of all people.[53] The story of Jesus' death, therefore, involved a profound shift in meaning from the Old Testament tradition.[54]
The plan of the work is inductive and practical, and the author has endeavored to make the book a useful one for the purposes of teaching. Every principle is presented through the observation of examples of good English.
A detailed study of the literary components, composition techniques, and inclusion factors ins elected works from the New and Old Testaments. Prerequisite: Six semester hours of 2200-level ENG courses.
This course traces the evolution of language teaching from the methods era (e.g. grammar translation method, audio lingual method) to post-methods approaches (e.g., task-based learning, content-based learning, communicative approaches). Students will develop a repertoire of teaching approaches, and identify appropriate options for different language teaching scenarios.
The Professional Internship Program is the culminating clinical field-based experience for students seeking certification in a teaching field. The Professional Internship Program provides the student with the opportunity to conduct classes and assume the role of a teacher while receiving supervision from a classroom teacher and a university supervisor for a period of one full semester. The student will demonstrate skills of the informed, reflective decision maker throughout the internship experience. Prerequisite: admission to TEP. Co-requisite: SED 4454.
I specialize in early medieval vernacular literatures and cultures, focusing on Old English and Anglo-Saxon England. I am especially interested in the intersections between medieval studies and documentary culture, media studies, and sound studies. My first book, Epistolary Acts: Anglo-Saxon Letters and Early English Media, examines Anglo-Saxon epistolarity and early English media, examining the representation of letters in vernacular texts such as letters from heaven, hagiography, and poetry. I am also working on a second book on sound, noise, and silence in Anglo-Saxon England, portions of which have appeared in Exemplaria and Sounding Out! Other research interests include archive theory, affect theory, the history of the emotions, and the history of the book.
Note: Teaching English to Speakers of Other Languages (TESOL) teaching majors will be waived from LRNTECH 1020 Secondary Educational Technology and Design (Professional Education Requirements). A student changing to a different education major from TESOL teaching may be required to complete LRNTECH 1020 Secondary Educational Technology and Design or LRNTECH 1031 Educational Technology and Design, depending upon the new major.
Note: TESOL/Modern Language teaching majors will be waived from LRNTECH 1020 Secondary Educational Technology and Design (Professional Education Requirements). A student changing to a different education major from TESOL/Modern Languages teaching may be required to complete LRNTECH 1020 Secondary Educational Technology and Design or LRNTECH 1031 Educational Technology and Design, depending upon the new major.
Lindsay has been teaching high school English in the burbs of Chicago for 18 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.
(University Honors Program) (University Core Curriculum course) [IAI Course: C1 901R] Fulfills Foundation Skills requirement for composition. Writing critical essays on important books in the following categories: autobiography; politics; fiction; eyewitness reporting; and an intellectual discipline. To receive credit in the University Core Curriculum, a student must earn a C or better. Prerequisite: ACT score of 29 or higher or CLEP test qualifying score of 57-60 or admission to the University Honors Program. 2ff7e9595c
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