I've had two classes each - a double period - in Creative Writing and Year 7 EAL. So far so good, but I'm still learning.
The Year 7 EAL I'm doing in co-operation with the regular EAL teacher. Last year a couple of colleague had the job of teaching the students while the rest of the class was doing Italian or Vietnamese - no point making the poor kids do those when they haven't even mastered English yet! It did happen one year when the timetable had problems, but not now.
So what do you do? Strictly speaking , it's called "Cultural Studies" and there is a colleague on another campus who has prepared a whole year's classes on it as such. But I asked the EAL teacher what she would prefer me to do. She said she would prefer that I complete activities she is doing and vice versa. She gave me her lesson plans for the term. That has helped so far, but we have a hard time getting together when she has six period days before I take the class. And her lesson plans are really intended for herself, as aids to memory; she has been doing it for so long, she knows exactly what she means. Unfortunately, I don't, so have to ask, when she can spare a few minutes. Or else work it out and add my own bits, which I did.
The first week I took the students' photos and printed them out for a poster "about me" that was to be put up in the classroom. She had prepared a template for them to use. Yesterday they had to do work on nouns. She had supplied a work sheet, but there were other things to do, such as find a text they could use to highlight the nouns and work out what kind they were. And she hadn't brought that to work. So I went on line and found a fairly simple folk tale, which was still not quite simple enough; I had to adapt it. And because this was a double period, I knew the work sheet alone was not going to be enough to keep them going. I prepared "noun cards" for them to sort as to type, in groups.
In the end, with the help of the volunteer from the Ardoch Foundation, I was able to keep it going for two periods and we each took a table of students. The noun cards didn't get used until the next period, when the regular teacher used them as a warm up before proceeding to verbs. I did wonder if they would remember the noun types, though they seemed to have got it in my class. My colleague told me that they had; she said when they came into class, "So, you're now experts on nouns. Tell me about them!" and asked questions which they were able to answer. Success!
Creative Writing has the potential to be a huge success or a complete disaster. So far so good. The first lesson was introductory. My colleague on another campus is doing a very structured class, starting from the beginning. She has a larger class than mine and doesn't know them, having been moved from her other campus, so that's understandable; I have shared some of my material with her, though, the story starters, and she is happy with them.
If I asked my students to do basic writing exercises I suspect they would rebel. They know what they are doing, or believe they do; they just need my support.
So the first week I did an introductory class, beginning with showing them books by teenagers and telling them that just because you're young doesn't mean you can't succeed in this area. I talked about writers who plan way ahead and writers who write by the seat of their pants. I'm a pantser, but it would work better for them to be planners.
I prepared a set of story starters. On one side of the sheet were story starters taken from the Melbourne Writers' Festival student competition, Write Across Victoria, including one that had won a prize for a student from our school. On the other side, as a form of "differentiation" for the students who might need something simpler, I placed some much simpler story starters of my own.
Amazing how much I learned from this. It wasn't only the less capable writers who chose them, it was some of the good ones as well - it inspired them as the others didn't. Lesson number 1, Sue: don't make assumptions.
We went through the complex story starters first and I invited them to think about what kind of stories they might be, eg one was clearly Steampunk. Amazing the range of ideas that came from a single story starter that began with "I remember the day they came for me" and went on to describe fighting and clash of steel on steel. Everything from totalitarian state to ninjas! And one of the students, who is a huge Steampunk fan, nevertheless started with this one, writing a gruesome tale of slave takers killing parents to take the daughter.
Anyway, I got them started and Tuesday this week, they were continuing on. I learned another lesson I should have understood last week, preparing a story template with a basic "who is your hero, where does it happen, who are her friends/enemies, what is the problem, how is it solved" format. I thought it might help one girl who is having trouble getting started (and I came into class to find that she had decided her first page and a half just wasn't working, so yes, it did help her). Two others also used it, including one who had stuck fast on "I blacked out" with no idea where to go from there. We discussed her story, which was about an evil queen who didn't want to be evil but was under a curse. Then I offered her the template to enable her to break it down and she said that yes, it did help, very much, looking at it that way. Lesson 2, repeat of Lesson 1: don't make assumptions!
Another student I had thought might not do much last week had brought in a plan every bit as complex as the J. K Rowling one I had shown them the first week. She was typing away happily. Apparently her sister also writes and had shown her how to do this.
So that's working and when at the end of the period I asked them whether they were enjoying so far, they all agreed with huge smiles.
Only thing is, how do i gently persuade most of them we need some sessions when they read out their stories to each other? One of them agreed before class that she would read out hers and I wrote a Steampunk story using the story starter, so the two of us read our stories out and the others were gently critical of mine and I praised them. But they look like deer in headlights when I suggest they might do the same.
I have to think about it.
The Year 7 EAL I'm doing in co-operation with the regular EAL teacher. Last year a couple of colleague had the job of teaching the students while the rest of the class was doing Italian or Vietnamese - no point making the poor kids do those when they haven't even mastered English yet! It did happen one year when the timetable had problems, but not now.
So what do you do? Strictly speaking , it's called "Cultural Studies" and there is a colleague on another campus who has prepared a whole year's classes on it as such. But I asked the EAL teacher what she would prefer me to do. She said she would prefer that I complete activities she is doing and vice versa. She gave me her lesson plans for the term. That has helped so far, but we have a hard time getting together when she has six period days before I take the class. And her lesson plans are really intended for herself, as aids to memory; she has been doing it for so long, she knows exactly what she means. Unfortunately, I don't, so have to ask, when she can spare a few minutes. Or else work it out and add my own bits, which I did.
The first week I took the students' photos and printed them out for a poster "about me" that was to be put up in the classroom. She had prepared a template for them to use. Yesterday they had to do work on nouns. She had supplied a work sheet, but there were other things to do, such as find a text they could use to highlight the nouns and work out what kind they were. And she hadn't brought that to work. So I went on line and found a fairly simple folk tale, which was still not quite simple enough; I had to adapt it. And because this was a double period, I knew the work sheet alone was not going to be enough to keep them going. I prepared "noun cards" for them to sort as to type, in groups.
In the end, with the help of the volunteer from the Ardoch Foundation, I was able to keep it going for two periods and we each took a table of students. The noun cards didn't get used until the next period, when the regular teacher used them as a warm up before proceeding to verbs. I did wonder if they would remember the noun types, though they seemed to have got it in my class. My colleague told me that they had; she said when they came into class, "So, you're now experts on nouns. Tell me about them!" and asked questions which they were able to answer. Success!
Creative Writing has the potential to be a huge success or a complete disaster. So far so good. The first lesson was introductory. My colleague on another campus is doing a very structured class, starting from the beginning. She has a larger class than mine and doesn't know them, having been moved from her other campus, so that's understandable; I have shared some of my material with her, though, the story starters, and she is happy with them.
If I asked my students to do basic writing exercises I suspect they would rebel. They know what they are doing, or believe they do; they just need my support.
So the first week I did an introductory class, beginning with showing them books by teenagers and telling them that just because you're young doesn't mean you can't succeed in this area. I talked about writers who plan way ahead and writers who write by the seat of their pants. I'm a pantser, but it would work better for them to be planners.
I prepared a set of story starters. On one side of the sheet were story starters taken from the Melbourne Writers' Festival student competition, Write Across Victoria, including one that had won a prize for a student from our school. On the other side, as a form of "differentiation" for the students who might need something simpler, I placed some much simpler story starters of my own.
Amazing how much I learned from this. It wasn't only the less capable writers who chose them, it was some of the good ones as well - it inspired them as the others didn't. Lesson number 1, Sue: don't make assumptions.
We went through the complex story starters first and I invited them to think about what kind of stories they might be, eg one was clearly Steampunk. Amazing the range of ideas that came from a single story starter that began with "I remember the day they came for me" and went on to describe fighting and clash of steel on steel. Everything from totalitarian state to ninjas! And one of the students, who is a huge Steampunk fan, nevertheless started with this one, writing a gruesome tale of slave takers killing parents to take the daughter.
Anyway, I got them started and Tuesday this week, they were continuing on. I learned another lesson I should have understood last week, preparing a story template with a basic "who is your hero, where does it happen, who are her friends/enemies, what is the problem, how is it solved" format. I thought it might help one girl who is having trouble getting started (and I came into class to find that she had decided her first page and a half just wasn't working, so yes, it did help her). Two others also used it, including one who had stuck fast on "I blacked out" with no idea where to go from there. We discussed her story, which was about an evil queen who didn't want to be evil but was under a curse. Then I offered her the template to enable her to break it down and she said that yes, it did help, very much, looking at it that way. Lesson 2, repeat of Lesson 1: don't make assumptions!
Another student I had thought might not do much last week had brought in a plan every bit as complex as the J. K Rowling one I had shown them the first week. She was typing away happily. Apparently her sister also writes and had shown her how to do this.
So that's working and when at the end of the period I asked them whether they were enjoying so far, they all agreed with huge smiles.
Only thing is, how do i gently persuade most of them we need some sessions when they read out their stories to each other? One of them agreed before class that she would read out hers and I wrote a Steampunk story using the story starter, so the two of us read our stories out and the others were gently critical of mine and I praised them. But they look like deer in headlights when I suggest they might do the same.
I have to think about it.
