Changing Blogs

I've decided to officially change to a new blog format. I won't be shutting this blog down, but you can now find me over at Wordpress. I've titled my new blog Room 149 after my current classroom number. The new address is http://dcjason.wordpress.com. I've already posted over 10 times, so you have some catching up to do!

Graphic Novels, Past & Present

In anticipation of #TitleTalk on May 27, I wanted to write down a few thoughts on graphic novels.

When I was in junior high and high school, I rarely read books. I spent my free time playing video games, going to church functions, and hanging out with my family and friends. My high school had an Accelerated Reader program, or something comparable, and I remember being required to take a test once a nine weeks. I remember a few titles like Miracles on Maple Hill (which I hated and failed the test on) and The Bogart, which I would forget about and then remember years later when I read the Harry Potter series. As a senior, I happened to discover Hatchet by Gary Paulsen, a YA classic, which most of my students have already read by the time they enter Room 149.

However, I did read some books for fun in my spare time during my teen years. My dad's credit card at the time gave him rewards at Waldenbooks, and each time we went to the nearby Shawnee Mall, I purchased a new collection of comic strips in the Calvin and Hobbes, Baby Blues, or Fox Trot series. I devoured those books, took them on field trips, and reread them because I was interested in drawing and enjoyed the humor. (I even entertained the idea of becoming a cartoonist some day. Ha!) I had no idea at the time that graphic novels existed. I was content with just reading three or four panels at a time, taking in the ink and words, waiting for the punchline.


Flash forward ten years, and I now have amassed around 500 books in my classroom library. A handful of them are graphic novels, and honestly, they do not get checked out all that much. I do book talks on them from time to time, but my Pre-AP students prefer "real" books. I believe graphic novels are just as real as any other books out there, but I have had a hard time getting my students to read them. Here are a few to get you started if you're new to graphic novels.

[The reviews / summaries in bracketed text come from Goodreads.com. This means I read the book before starting a Goodreads account, which was in the summer of 2009. Or possibly my review did not touch much on the plot.]

The reviews / summaries not surrounded by bracketed text are my own.

Maus I & II by Art Spiegelman (4/5 stars)

[Acclaimed as a quiet triumph and a brutally moving work of art, the first volume of Art Spieglman's Maus introduced readers to Vladek Spiegleman, a Jewish survivor of Hitler's Europe, and his son, a cartoonist trying to come to terms with his father, his father's terrifying story, and history itself. Its form, the cartoon (the Nazis are cats, the Jews mice), succeeds perfectly in shocking us out of any lingering sense of familiarity with the events described, approaching, as it does, the unspeakable through the diminutive. This second volume is subtitled And Here My Troubles Began. Genuinely tragic and comic by turns, it attains a complexity of theme and a precision of thought new to comics and rare in any medium.]

American Born Chinese by Gene Luen Yang (3/5 stars)

[A tour-de-force by rising indy comics star Gene Yang, American Born Chinese tells the story of three apparently unrelated characters: Jin Wang, who moves to a new neighborhood with his family only to discover that he’s the only Chinese-American student at his new school; the powerful Monkey King, subject of one of the oldest and greatest Chinese fables; and Chin-Kee, a personification of the ultimate negative Chinese stereotype, who is ruining his cousin Danny’s life with his yearly visits. Their lives and stories come together with an unexpected twist in this action-packed modern fable. American Born Chinese is an amazing ride, all the way up to the astonishing climax.]

The Complete Persepolis by Marjane Satrapi (4/5 stars)

[Persepolis is the story of Satrapi's unforgettable childhood and coming of age within a large and loving family in Tehran during the Islamic Revolution; of the contradictions between private life and public life in a country plagued by political upheaval; of her high school years in Vienna facing the trials of adolescence far from her family; of her homecoming--both sweet and terrible; and, finally, of her self-imposed exile from her beloved homeland. It is the chronicle of a girlhood and adolescence at once outrageous and familiar, a young life entwined with the history of her country yet filled with the universal trials and joys of growing up.]

Stitches by David Small (4/5 stars)

 [Depicting this coming-of-age story with dazzling, kaleidoscopic images that turn nightmare into fairy tale, Small tells us of his journey from sickly child to cancer patient, to the troubled teen whose risky decision to run away from home at sixteen—with nothing more than the dream of becoming an artist—will resonate as the ultimate survival statement.]

You can easily breeze through this memoir set in the 1950s and 60s. The illustrations are entertaining and moving and creepy and hilarious, and the narration is quick and punchy. So much emotion is conveyed in this graphic novel. One piece of advice: do NOT read the jacket flap because it gives away a lot of the plot. Fortunately, I did not read it until after I read the book. 

The Stuff of Life by Mark Schultz (4/5 stars)

As I continue to build my class library, I wanted to expand my nonfiction collection. What better way than to get a graphic novel/nonfiction hybrid on genetics? This fabulous book explains genetics, DNA, and their implications in our modern society through concise text and entertaining images. As I read this book, flashes of my high school biology class came back to me, especially the stages of mitosis and Mendel's pea plant findings. The human genome project is explored as well, which was completed in 2003. I was surprised to learn how similar humans' genetic material is to many mammals. I will be sharing this book with the science teachers at my high school. They might be able to use it during their genetics unit. If I were more of a science expert, I would be able to better judge the quality of the information in this book. What is presented in a too simplified or sophisticated of a manner? Were the illustrations accurate? A high school student interested in science could devour this book in a day. Finally, the book explains methods scientists are using to combat cancer through genetic manipulation. I found this especially fascinating.

A.D.: New Orleans After the Deluge by Josh Neufeld (4/5 stars)

[A stunning graphic novel that makes plain the undeniable horrors and humanity triggered by Hurricane Katrina in the true stories of six New Orleanians who survived the storm.]

Blazed through this account of Hurricane Katrina, told through the eyes of regular people. I would have liked to have seen a police officer's or a government official's point of view as well, but I guess that wasn't the point of this novel. 

The Photographer by Emmanuel Guibert (4/5 stars)

I purchased this book after seeing it on a list of great graphic novels in recent years. I paid no attention to its dimensions. When it arrived in the mail, I was shocked at just how large the book was. Flipping through it, I realized the large size accommodated all the photographs in this biography. Another reason I bought this book is because I teach The Kite Runner, so I thought this book would be a nice nonfiction companion novel for any students interested in learning more about Afghanistan.

This graphic novel is pieced together with the titular photographer Didier Lefevre's photographs and the stories he told his friend Emmanuel Guibert, who did the artwork. In France, the book was published in three different volumes, the last one in 2006. Didier died in 2007.

The Photographer follows Didier's journey with MSF (Medecins San Frontieres--French for Doctors Without Borders) in 1986. I'd estimate the story is told with 40% of Didier's photographs (few of which are very large and only one of which is in color) and 60% of Guibert's art/comics. Some of Didier's photographs are outlined or marked through with what looks like a red crayon. These markings are never explained, although it seemed to me they were his favorites.

Part 1 follows the journey from Pakistan to the makeshift "hospital." Part 2 was my favorite section, which chronicled the events at the hospital itself. Part 3 is an insane survivor story in which Didier foolishly leaves his MSF companions and tries to make it back to Pakistan as quickly as possible. Things do not go well for him.

This story is compelling and provides a unique look into Afghanistan. I think I would have preferred fewer photographs so that the best photographs could have been given more space. The photograph on the cover of the book is just outstanding, but few photos in the book are ever that large. In fact, there is not even one double-page spread of a photograph.

My final beef with this book is that the provided map is incomplete. Many villages and cities mentioned in the novel are not included on the map. I found this frustrating. It also would have been nice to see a dotted line that showed the routes taken in Parts 1 and 3. These would have been easy to do.

Troop 142 by Mike Dawson (3/5 stars)

An introduction to boy scout culture, summer camp, and manhood--whether you're a teen or an adult. The extremely strong language makes me seriously think if I should make this book available in my class library. A few ambiguous strands are never wrapped up. Blazed through this. A few funny moments.
 
Blankets by Craig Thompson (4/5 stars)

[Wrapped in the landscape of a blustery Wisconsin winter, Blankets explores the sibling rivalry of two brothers growing up in the isolated country, and the budding romance of two coming-of-age lovers. A tale of security and discovery, of playfulness and tragedy, of a fall from grace and the origins of faith.]

This book lasted a year in my library before it was stolen. It's a gorgeous book, but it also depicts some sexually charged scenes. Be careful placing it in your class library.

Romeo & Juliet by Shakespeare & Matt Wiegle (4/5 stars)

I really enjoyed re-reading this play in graphic novel form. I breezed through it, and enjoyed the dialogue for the most part, even though it had been simplified. The drawing is spectacular and adds to the story. This would be a great option for lower level readers when studying this play. 

The Kite Runner by Hosseini, Celoni, & Andolfo (5/5 stars)
 
This book found me. One of my former students gave me a $25 Barnes & Noble gift card for my September 6th birthday. Within 24 hours, I went browsing at B&N, and this book was on one of the first tables I passed. The student who had given me the gift card had talked with me about graphic novels that day. And this book was released on September 6th! Also, just a few weeks ago, I got to meet Khaled Hosseini. He was gracious, allowing me to take a photograph with me, signing my copy of The Kite Runner, and saying that I looked too young to be a teacher.

On this book's actual merits: It is a very faithful adaptation of the novel, making similar emotional impacts with its drawings. The story in comic form still swept me away. One of my favorite pages in this book is of (SPOILER!) Baba's death on page 90. The final page is also fantastic. Unlike the movie which cast a non-blonde Assef, this book makes Assef how he was described in the original book.

I will add this book to my class library. The Kite Runner is one of four books that students can choose to read in my class. I hope this book can serve two purposes: (1) to encourage students to read the full-text novel and (2) to give students a quick taste of KR if they choose one of the other three books instead.

Second Grade Cursive (a poem)

Second Grade Cursive

Miss Rice passed out worksheets

of cursive l’s spaced like soldiers

commanded us to copy.

I dragged my pencil up and down

left almonds in the middle.

Marty Brewster finished first

his scrawls like deflated balloons.

Even after he redid his letters

I still gripped my pencil

the little fish slowly blooming

life no longer balls and sticks

now muddled into loops and angles.

Questions:

1. Should I leave the lowercase l in the opening stanza? That's the cursive letter I'm describing in the poem, but would a capital L make more sense?
2. Although I usually use commas in my poetry, I decided not to in this one. Would the poem's readability improve if I added commas, or are the line breaks enough?
3.  Does the title work? I originally titled this poem "Learning Cursive" and had the second grade information in the body of the poem itself.

Teaching v. Coaching

I attended a wonderful workshop today. The speaker was dynamic, engaging, and informative. I will take what I learned and apply it to my classroom this week.

Throughout his presentation, the speaker (a former principal, teacher, and coach) occasionally used the example of a coach teaching his athletes. Mentally, I called apples and oranges.

Here are some basics:

• Coaches work with a limited number of players. They usually have at least one assistant coach as well. I can't even tell you how many total football coaches we have at the high school where I teach.
  
• Teachers, meanwhile, usually go it alone in the classroom. This semester I actually have a student teacher, but that is an exception. Most secondary teachers face 120+ students a day without any backup.
• Coaches cut players from the team. Some make varsity, some don't.
• Teachers are required to teach every single student assigned to them.
• Coaches hold practices longer than the typical class period.
• Teachers do not get to hold longer classes, and they must contend with absences and interruptions.
  
• Coaches work with students who inherently love the sport.
• Teachers work with students who may or may not love the subject they teach.
• Coaches are assessed multiple times throughout the season by their team's record.
• Teachers are assessed one time by their students' scores on a single test at the end of the school year.

Poetry in the Classroom

In anticipation of #titletalk this coming Sunday, I want to honor one of my favorite genres: poetry.

5 of my Favorite Poets

1. Ted Kooser
2. Linda Pastan
3. Billy Collins
4. Carol Ann Duffy
5. Wislawa Szymborska
   

These five poets write lovely, rich yet accessible poems students can enjoy. The first three are American, Duffy is British, and Szymborska, who recently passed away, is Polish.

4 Novels in Verse

1. Sold by Patricia McCormick
2. Out of the Dust by Karen Hesse
3. Inside Out & Back Again by Thanhha Lai
4. Requiem: Poems from the Terezin Ghetto by Paul Janeczko

3 Helpful Poetry Websites

1. I'll admit I'm somewhat cheating by leading off with Sandra Effinger's National Poetry Month page; she has amassed a wonderful collection of poetry websites and activities here. Some of my favorites pages are American Life in Poetry, Poetry 180, and Poetry Out Loud.
   
2. Poems Out Loud collects audio of contemporary poets reading their poetry aloud, including famous poets like Billy Collins, Rita Dove, Stephen Dunn, and Seamus Haney, as well as lesser-known poets like Julie Sheehan, whose "Hate Poem" never fails to crack me up.
   
3. The Journal of Mythic Arts dedicates one of its page to poems based on fairy tales, folklore, and myths. If I were still teaching 7th grade in my district, whose curriculum included timeless tales, I would definitely supplement prose with this poetry.
   

2 Guides to Poetry

1. Naming the World: A Year of Poetry and Lessons by Nancie Atwell rescued me during my first year of teaching. This strong collection of traditional, contemporary, and student-written poetry also comes with a DVD of Atwell teaching. I learned so much from her, and six years later, I still return to this book.
   
2. Poetry for Beginners by Margaret Chapman and Kathleen Welton was a serendipitous find at a Borders that was going out of business. As I flipped through this paperback, I was struck by all the lovely ink illustrations that peppered its pages. An illustrated poetry guide? I was sold! The explanations are clear, and many types of poetry are introduced. Though the first edition I purchased had some typos, the author has said a new, corrected version should be coming soon.
   

1 Poet to Follow on Twitter

1. Sherman Alexie, author of The Absolutely True Diary of a Part-Time Indian, has also written a number of poetry books, including Face, his most recent. His tweets range from humorous and memoir-ish to social commentary and political. He doesn't over- or under-tweet either.
   

Hunger Games Jeopardy

I created this game for the Hunger Games party I am hosting in my classroom over spring break. I hope the students who come enjoy the food, movies, and games. I invited students from the entire high school to attend. I expect mainly my current students to come, but I've had a few former students tell me they plan on coming. I'm excited!

If you want to play, you'll need to download this PowerPoint by clicking on the following link.

Hunger Games Jeopardy

Obama's Report Card on Education Policy: D+

During President Obama's State of the Union address, "An America Built to Last," I waited to hear when he would tackle education.

He began by mentioning the progress of CCSS, the Common Core State Standards:

For less than one percent of what our Nation spends on education each year, we've convinced nearly every State in the country to raise their standards for teaching and learning - the first time that's happened in a generation.

I have teacher friends who varying opinions about CCSS. The rigor for math and English across the nation will increase with them, and writing will now be encouraged across the curriculum. These are worthy goals, but I am fearful that the true goal of CCSS is a national test, which will be used to grade and punish states around the nation. The truth is that we already have a reliable national test called NAEP, but millions of dollars are being used to develop tests on the CCSS.

President Obama quickly shifted to talking about the monetary impact a single teacher can make on a student's life:

We know a good teacher can increase the lifetime income of a classroom by over $250,000. A great teacher can offer an escape from poverty to the child who dreams beyond his circumstance.

Until America addresses its poverty problem, we will continue to have problems in education. "Reformers" like Arne Duncan and Michelle Rhee will say that poverty should not be a contributing factor to the progress a student makes in education, but that's false. America has one of the highest rates of poverty in a developed nation. One great teacher in tenth grade is not going to save a student from a lifetime of problems associated with poverty. And the research that claims good teachers can make their students become richer is not credible in the least. And by not credible, I mean not peer reviewed.

I am forming a headache as I type this, so I will try to be briefer from here on out. Obama goes on to say that teachers do impact the lives of their students, which is nice, but then he says:

Teachers matter. So instead of bashing them, or defending the status quo, let's offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren't helping kids learn.

Bashing? Teachers get bashed for bad test scores, which are part of the No Child Left Behind / Race to the Top agenda. Obama's policy encourages teachers to be evaluated based on their students' test scores. This practice is bad, wrong, foul, foolish, etc. So when Obama says he wants to reward the "best ones," how will they be determined to be some of the best? By the test scores of their students. Principals also play a role in evaluating teachers, but as long as these testing mandates drive instruction and many teachers will not "stop teaching to the test." A school where teachers can "teach with creativity and passion" would not be burdened with all the guidelines and policies of Race to the Top.

Obama has a classic case of wanting to have his cake and eat it too. He can't tell teachers that he wants to give them flexibility and creativity while still enacting a program that punishes schools for low test results when many of those schools are dealing with students who come from impoverished backgrounds. The testing mania needs to stop before any more damage is done.

In other words, Mr. President, don't cry about spilled milk when you were the one who pushed the milk to the edge of the table.

And Then CBS News...

In reading a CBS News article about a 15-year-old boy who brought a gun to school and was then shot by police, I was distracted by the following paragraph:

"He said he last saw his son around 6:30 a.m. Wednesday, when the boy said goodbye before leaving to catch the bus to school. And he said nothing seemed amiss the night before when he, his wife and their son went out for nachos then went home and watched a movie."

That second sentence which starts with And was very clunky to me. I'm all for starting a sentence with a coordinating conjunction when the time is right. This just wasn't one of those times. I had to read it twice before it made sense. Here's my revision, which eliminates the conjunction, changes a phrase, and adds a comma:

He said nothing seemed amiss the previous night when he, his wife, and their son went out for nachos, then went home and watched a movie.

Do you like my sentence better?