Urban Legend Campfire Day

Of course, it’s been forever since I have posted any type of teacher reflection on my blog. The cold, hard reality is that exhaustion or more planning, material making, etc wins the battle when I get home from work. However, tomorrow is the day I host a campfire and have my students share their urban legends. Anyone who knows me knows that I am a sucker for a good scary story, so I am really excited. In the spirit of scariness, I decided to write my own urban legend that I will share with the students tomorrow. Not sure if it will even phase them, but it’s worth a try. Even if they don’t like it, I hope you do.

P.S. I got a little inspiration from the legend of the “Click Clack Man.”

The Legend of the Cemetery Creature

Deep in the old cemetery on Grove Hollow Rd., the tombstones began to tremble and the groaning sounded from around one particular moss covered stone. It was happening again. The creature was a legend that had been passed down in Franklin County for generations, and It was coming to life.

Before our story can get underway, a little background is necessary. The legend all began when Old John was a little kid. He’d been playing, off in the woods, when he’d mistakenly happened upon an old cemetery. The very cemetery previously mentioned in our story. As any boy of his age would’ve been, he was curious. He cautiously walked toward the old, rusty gate and creaked it open. As Old John told his story, he described the environment around him as a suffocating, eerie silence except for one sound.

“Click, clack, click, clack.”

When he heard the noise, his alertness increased. ‘What could possibly be making that sound in an old graveyard?’ he thought. Weaving through tombstone after tombstone, Old John began to believe he was paranoid and losing his mind. That was, until he saw It. About thirty feet from him, peeking out from behind a tombstone with the words “R.I.P. Penelope” written on it, was a horribly disfigured creature. Its face looked gruesome as bits of flesh hung lower than they should. It had red irises around Its pupils and what was left of Its mouth was spread widely across its face in a startlingly, creepy grin. Its appeared to be crouching in a position ready to bolt toward him, but as It watched him, It hugged the tombstone It was waiting behind.

He watched Its mutated hands drum fingers on the concrete.

“Click, clack, click, clack, click, clack.”

He was paralyzed with fear. Should he bolt? Would It be fast enough to catch him. He blinked, and it was gone. Without waiting to see where it went, he darted out of the cemetery and didn’t stop running until he was banging on his front door to be let in. As he slipped in the front door, he looked behind him and swore he saw the creature panting angrily on all fours, lurking in the shadows, stalking back and forth in the wooded tree line.

Old John had sworn up and down for the decades that he’d lived in Rocky Mount, Va that his story was true. The folks of the county shrugged him off as a batty, old man, who spent too much time being lonely, in need of attention.

Fast forward to our present story. Years had passed and the wooded area that surrounded the old cemetery had long since been cleared. Houses had been built nearby, and the area started to grow in population. Lexie was 14 when her family moved into the house beside the old cemetery. Living in Rocky Mount for years, she had heard Old John’s spooky tale, but when she told her parents about her fears, they brushed them off.

After a long day, the school bus dropped Lexie off on a road close to her house, and she proceeded to make the long walk up her steep, unpaved driveway.

“Click, clack,” she heard, “click, clack.”

She paused in the middle of her path, and her eyes darted toward the cemetery.  She could see nothing, so she continued along her way.

“Click, clack.”

A sharp, tingling feeling pierced her gut as she tried to tell herself it was nothing and continued. The door was only twenty feet away, and she didn’t want to stop walking.

“Click, clack. Click, clack.” She shrieked a little and paused when she swore she felt the drumming of fingers on her right shoulder.

She spun around to look at the decrepit cemetery; nothing. But as she was looking away, she caught a glimpse of something dark flashing out of her peripheral vision. When she turned to face her front door, her heart was pumping pure adrenaline. She didn’t want to waste another moment, so she ran the remaining distance to her door and shut herself inside, locking herself in.

Later that night, as she sat on her bed, texting her friends, she felt stupid. She was losing her mind just like Old John. The thought barely escaping her mind, she heard it.

“Click, clack.” Her heart skipped a beat.

There was silence and then, “click, clack.”

She didn’t speak, she didn’t curl up in a ball under her covers, she didn’t look around her room. She got up and opened her door, and there It was, crouched down on all fours with skeletal limbs that appeared to be draped in rotting flesh. The eyes were just as insane and the smile was just as creepy as Old John had described them. Her parents heard a blood-curdling scream, but when they rushed upstairs all they found was a badly mangled hand clutching a cell phone. Her mom was sobbing hysterically, as the Instagram photo smiled creepily and the scarlet eyes glared up at them. Lexie was never seen again.

 

YA Literature for Everyone

Yesterday I was perusing my schedule for the upcoming year, and I saw the students that (as of right now) have been placed in my class. I had all the thoughts any teacher might when they think about the upcoming school year’s students. Will they enjoy my class? Will I be able to inspire them? Will they like what we read?

I thought for a while on the selections I had chosen for us to read this fall. I think they are interesting enough, but one major issue is thrown into play. I have decided to attempt reading a novel, Divergent, in one semester with my fourth block. This novel is great. It is about a dystopian world where the main character goes up against the authority and adventure ensues. However, the main character is female. I wish it didn’t, but I feel like this will be an issue with my male students. There is a male character that complements the main character, but is it enough.

Not a very long post, but it is something that has been on my mind. Will we ever live in a world where the female main character is never questioned? I know that The Hunger Games were/are popular and Divergent is becoming bigger(both have major female protagonists), but what makes those main characters tick. This is just a bunch of rambling, but what can we create in a female main character that sparks interest in every reader…

My Workday

It may be different for everyone, but I’m pretty sure every teacher can relate to the workday effect. I had no idea about this phenomenon until I experienced my first work day as a student teacher. My personality is pretty type A. I enjoy being organized and productive. However, whenever a teacher workday pops up, whether at home or at school, I never accomplish everything I want to. My workday effect is distractions. 

This is how I started my little workday: A nice stack of resources to help guide me through a smooth planning session. 

 

My Lovely Stack of Resources

 

During my lesson planning, I found myself thinking about everything else I wanted to focus on as far as curriculum was concerned, and my lesson planning turned into curriculum planning. Still productive but not what I originally set out to do. I did find some Greek myths and a Norse myth that I wanted to add to our course work this semester which is a nice accomplishment. 

Two other goals of my workday were planning grammar work and vocabulary lists. I have the foundation down, but I want to take a different approach this upcoming year. As far as grammar is concerned, I used a teaching tool last year that involved students finding the mechanical errors within a story based from one of Shakespeare’s plays. I think it was beneficial for them, but it was too much to cram in a completely different story on top of everything else they were already learning. This year, I’m going to attempt to implant the mechanical errors in shorter excerpts of information that involve what they are learning at the moment. For example, when I teach The Odyssey and Greek Myth, I may do a short Greek myth with mechanical errors or a nonfiction article about The Odyssey. Not only does this help them exercise grammar identification, but also they will be able to look at different genres of material on the same topic. Grammar is something that I am seeing die in the classroom, but I really do not want to let it go. I do believe there is a way to make it fun, and I will continue experimenting.  

As far as vocabulary goes, I am reworking a few of the key terms. I want to focus on ways to apply them throughout the semester or year. I’m thinking about setting goals of using them in their weekly quick writes, but I still want to do more. As I work on that though, I have found a tool that will at least help me as I construct the flashcards. If you do not know already, http://www.quizlet.com is an amazing tool for teachers. Not only is it free, but it can arrange games, quizzes, and virtual flashcards for students to study online. I have this site on my syllabus and on my class website. This year, I will get my students set up with their own free account to use, because then I can monitor who is really studying. However, if this is not really an option for your school, the students can access the lists by searching for your user name. What I just discovered today is simple, but it makes my inner teacher happy. I can print pre-templated copies of my vocabulary terms in whatever size I want. I’m not big on setting up layouts, and I was dreading the copy and paste process awaiting me, but now I can breathe a sigh of relief. Again, not much but still awesome. 

printterms

 

The workday effect may not be on target, but I do end up learning something new every day, and I truly hope that never stops. 

 

 

 

On Writing and Motivation

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Oh writing, it is a love/hate relationship for me. It has to be said that I find the whole process very disconcerting. Ever since I was a little kid, I have always found myself drawn to a blank sheet of notebook paper whether it was to doodle, write, or whatever. You don’t get to be that odd without having a special feeling when you pour your thoughts onto that page. Although, as I’ve gotten older, I have come to realize that my relationship with writing goes back and forth. The most spot on quote that comes to mind is,

“There’s nothing to writing. All you do is sit down at a typewriter and bleed” – Ernest Hemingway.

It may sound drastic, but the vulnerability is there. The moment that pen touches paper or those fingers tap the keys anyone can start to question whether they are going to impact anyone with what they are doing. Will it be good or bad?  However, I am glad I still attempt to write most days. It really helps me relate to my students. I can better understand why they don’t turn in writing assignments or complain when I give them quick writes, because I have spent all day telling myself I will write things down but I haven’t written the first word. The excuse: good ole fashioned procrastination. Once I’ve neglected my goals for the day, I look back with a sigh. Having this feeling, how can I motivate myself? And my students? 

The truth is that there will always be something more appealing to do in that moment. Teachers have to find a way to make assignments interesting enough to out-do whatever may be challenging it for attention. First, assignments must be something that the students see as valuable and maybe even an investigation or a true reflection of what they can accomplish. Maybe, in regards to writing, research is the answer. However, I was a student who was always fascinated by creative writing. What projects can I create from these ideas?

– keep a journal (yourself, literary character, historical figure, etc.)

– Portfolio of different writing genres.

– writing competition.

– blogs

– resumes of literary characters or historical figures. I used this 

– Children’s books

These are exciting ideas, but mostly I have learned that my students love competition. Maybe I’ll try having the students keep a portfolio of several writing projects, and we will have a big competition at the end of the semester where the class votes on their favorite pieces. Hmm, the more I think about it, the more I like it. One thing I plan to implement more heavily in my classroom this year is to bring in my writing as an example of roughness/mistakes, editing, and “final” process. I used this last year in the beginning, but it all sort of dwindled toward the end of the first semester. I can blame the first year teacher in me, but now that I’ve gotten some experience under my belt there are no excuses. Hopefully, I will post some of my examples and pieces on here from time to time (as my own personal motivator).  Here’s to fighting writer’s block and breaking down those invisible barriers in writing!

 

Getting Back in the Game

I have about three weeks left of my glorious summer vacation, which means that, in teacher land, I have to buckle down and start putting into action all the things that I promised myself I would spend my summer break doing in the first place. I have mixed feelings. I have happy/excited/anxious feelings. I can feel the muscles in my shoulders tightening as I begin to plot out my new and improved syllabus. Then, I take a deep breath and realize that I have time to accomplish a product that will at least be good enough if not the immaculate piece of fine teaching I want it to be. My plan is to keep this blog up (as it was when I started my first year before I began to see my perfectly laid plans imploding), so that I can have the reflection process to a fuller extent than I did last year. First thing’s first, I spent the afternoon looking at my first day with my students through a new approach that may seem more accessible to them. I’m going to attempt to cover the syllabus and procedures through a series of memes. Not only is this a common way that students use literacy today, but it will add a touch of humor to a day that is normally full of teachers imitating the their parallels from every Charlie Brown episode. So, I saved images and cited resources, and I put together my very first (still incomplete) Prezi. If you have ever used Prezi, then you understand that this media tool can only be taken in small doses. In addition, I have been exploring some of the top English teacher blogs; however, I haven’t read any in depth enough to gain anything from them. Better luck next time. Although I have much to complete before I march back into this upcoming school year armed with dry erase markers and a dream, I have mapped out my goals and am ready to get down to business. -Revise workbooks for students. – The Odyssey (add more Greek mythology) – Romeo and Juliet (add more drama influence) – Poetry (revise poetry challenges and add more project options) – Nonfiction (add more… just more) -Create a better plan for implementing technology into my classes. -Mainly students need to be using more technology. -Add more accessible texts to bridge learning gaps. -Master Prezi (look for other media presentation tools) -Breathe Let’s do this!