Thinking

I was just thinking and I remembered something that my 6th and 8th grade English teacher (same lady both years) taught me.

She always told us that if we couldn't think of something to write, we should write "I can't think of anything to write" until something came to us. As weird as it sounds, it works. I just hope I remember it for my students. I might get rough drafts and journals full of "I can't think of anything to write", but at least they will be thinking and writing...right? :)

UPTIME

I think would be great to use... just to show the students. So here ya go!


http://www.youtube.com/watch?v=jXeCAeACmJE


Check out this video!

Final Assignment

As I type this, I am heading over to Moodle to put my Final Unit Reflection into the Drop Box!

This has been a crazy semester! However, I feel like I can now sing "I Will Survive" or "I'm a Survivor"!! I made it!

Wrap-Up

I guess this semester is over. On my personal blog today, I posted that I feel like I'm rounding third and about to slide into home. Of course, I really feel like I'm rounding third and going to collapse ON home! :)

This has been a very interesting semester. However, I think I have officially survived. Well, it's only official after I turn in my Unit Reflection, fax over my Experience hours, and write-up a Reflection for the English Journal articles we are to read this week. Once those three things are complete (by tomorrow), I will be able to say that I officially survived.

As much as I would love to share my Clinical Experiences Reflection with all of you. However because of the fact that I just *love* to write so I only wrote EIGHT PAGES! I hope the rest of you wrote shorter reflections than that. IF you didn't, Dr. Coffey is going to be reading for months! lol

I'm getting anxious about where I'm going to be Spring 2010. Hope you all have great Student Teaching experiences next semester! Maybe, just maybe, some of us will keep our blogs and keep posting about ideas and things that are happening in English! We can use them to help each other!


Happy Holidays! Merry Christmas! Happy New Year! Pleasant Teaching! :)

Unit Planning

I hope that one day (SOON) I will get to teach the unit I just finished planning. Although I could not find all the works of art and literature and music that I wanted, I think I did well on the unit. I hope so anyways.

All I have to finish up now is typing up my Case Study. I finally have the paperwork for it and have it almost written up. I can't believe how long it has taken me. Then I have the Clinical Action Research Project (CARP) that I have to finish writing up. Most of it is written, I just have to type it up. Some of it (like my notes and stuff from class) I am going to have to copy and send to her. So, I might end up mailing a copy as well as e-mailing it.

This has been a crazy semester for me. I can only hope that Spring 2010 is 100% better.

Lesson Plans

I have been looking at my ideas for lessons for a week now. Simply, I can not write a lesson plan. Maybe I really do work better under pressure. Maybe around noon tomorrow, I will start spewing out lesson plans! However, right now, I'm having issues pulling them out!

Another issue I am having is putting my ideas into the UNCC Lesson Plan Format. (I'm really glad we only have to do one that way.) Of course, after I do ONE, I will probably realize that it's easy and do most (or all) of them in that format.

It's either going to be a really long night or a very stressful day trying to get only 5 lesson plans finished for tomorrow. I don't know HOW I'm going to finish the whole unit. :)

It will come to me. I was just hoping I wouldn't have "planner's block" right now! lol

Clinical Observations #6

This week ended my observations at MPHS. I finished up on Tuesday. I taught my lesson that I planned. I finished up all my Case Study stuff. And...I returned all the things that I had borrowed from the teacher.

On Monday, the students worked on using Context Clues to define new words in Grammar. Honestly, it did not go over really well. Most of the students ended up getting a dictionary and just looking the words up. They could not discover the meanings from the Context Clues.

Also on Monday, the students picked groups (except for one class had assigned groups) and began working on characters, setting, and plot diagrams for the play they are writing later. Mrs. J explained the requirements for the play very well. The students began working without many problems.

The play requirements are:
1. At least 5-10 minutes long
2. At least one SPEAKING part per group member
3. Minimum of 2 Acts
4. Decide on setting (define clearly)
5. Minimum of 15 stage directions
6. Plot diagram for brainstorming (must be turned in with final project)
7. Written script (copy to teacher for performance day)
8. MUST perform for class
9. Keep it PG-13 (no R rated plays)

The students really seemed to like the idea. Some of them began coming up with great things!

On Tuesday, my last day, I taught all three classes. I used the lesson plan I had developed. It really went better than I expected. I really thought I might pass out considering I was going to have to deal with some terrible discipline issues during the lesson. All 3 classes have students who spend more time in ISS/OSS than they spend in class. (It's really sad, but that's probably why they are failing English and have to be in the High School Success class!)

I had a list of 10 journal topics, and I asked the teacher to pick the one she thought would work the best. The journal prompt was, "Imagine yourself in 10 years. Where are you? What are you doing? Who of you current friends is still around?" Some of the students wrote over a page about it. Some only made a list of 4-5 items and I had to "convince" them to write actual sentences.

The lesson itself was really fun. I used an excerpt of "Pygmalion" (George Bernard Shaw) that they had already read and discussed and I showed them the clip from "My Fair Lady" that matched it. We re-read the excerpt first. We discussed how using words/grammar can make a picture in the reader's mind. Then we watched the clip. I asked them questions about the differences. It was one of the Strategies from Image Grammar.

The last 30 minutes of class (of course, as always) was study hall. The students worked on their plays in groups again. In 1st period, I finished up my work with my case study participant. She did improve her fluency some just by doing a couple of strategies that I gave her. However, I was a little disappointed that she did not finish the vocabulary strategy I offered.

So now, I have to write up my Clinical Action Research Project, my Case Study, my final Observation Reflection, and finish my Unit Plan.

This semester at MPHS has been very interesting to say the least.

Clinical Observations #5

This week was VERY short. Because of a teacher workday on Monday and Election Day on Tuesday, school was out until Wednesday. There were only 3 days this week. Honestly, I really do feel like I got nothing accomplished, but I know I did.

This week, I worked on finding some things I would include in my Unit that I'm planning. The Literature Books at the school really do not have a lot in them. Teachers have to pull from many outside sources since the books do not provide much help....unless you are going to do 2-5 days units.

In class this week, the students did an activity on Monday to get their brains thinking again....since they had been away for 5 days! They did some brain teasers that were really good.

Then, the classes did another quiz and practice on Infinitives and Prepositional Phrases like last week. Mrs. J told them that if they can pass, they can stop doing these. I think most of them tried a little harder this time. They did seem to take a little more time with it anyways.

They also did an introduction to drama. In their English I classes, the students are going to be going into drama. So, Mrs. J did an intro. into how to read plays for them. They have a book that tells strategies for how to read different types of print/non-print texts. It has most everything from websites to newspaper articles to classified ads to drama.

The students took notes on how to read plays on Wednesday. On Thursday, Mrs. J wasn't there. So the sub had them read a play (which was the plan anyways). Then the students had to choose one of the strategies for reading a play and do it. BUT...they could only use their OWN notes. So...some of them had nothing to look at because they had not done their notes on Wed. I love the play (part of a book from what I have been told) that the students read. It's called "The Sideways Stories from Wayside School" (by Louis Sachar). If you have never heard of it, like I hadn't, you need to check it out. It is really cute and funny.

On Thursday, I also gave some reading and vocabulary strategies to my Case Study participant. She did not bring them back on Friday, but I did ask her to make sure I have them on Monday.

On Friday, Mrs. J did fluency testing on all the students. She tries to test them every week, but with Nov. here, it might be more difficult. They only have ONE full week for the entire month.

Next week, will be my final week of observations. I am hoping to collect my case study materials from the student. I am going to be teaching on Tuesday. I have already completed the hours required, but I needed to be there for the Lesson Plan and Case Study, so I have been going for the past couple weeks.

I am looking forward to teaching next week. However, I did not get to be very imaginative in my lesson plan. I am using an Image Grammar strategy. I'm doing their spelling words for the week (5 of them anyways). I have a journal that I'm going to collect from them (and help them with and let them share). Then they are going to have the last 30 minutes or so of class for study hall (which is required for this class). So I did not have to stretch much at all for this lesson. Which...to me...personally....is unfortunate. However, I will have plenty of stretching to do next semester in my Student Teaching! :)

Clinical Observation #4

This week was a 4 day week. The students were out on Friday so that the teachers could get all the grades completed and into the computer. Obviously, this was great for the students. :)

Last week, I gave the Case Study permission form to the student I chose to work with. On Monday, she returned it to me. So on Tuesday, I interviewed her and did her formal assessment for the case study. Right now, I'm working on strategies to give her and ways to improve her fluency (reading level).

The students took quizzes in this class every day this week. The only reason they had to take one every day was because they continued to fail the quizzes...everyday. First, Mrs. J gave them a practice sheet (almost an exact copy of the quiz). The students could work together, ask questions, or whatever they needed to. Then, when they turned it in and she looked over it, they were given the quiz. The quiz was only about 5 sentences they had to mark as Prepositional Phrases or Infinitives. Then they had to correct the sentences for punctuation and meaning. Every day, the students would get enough wrong out of the 5 questions that they had to do it again.

For a couple days this week, the students worked on Study Guides for their English I classes. One English I class is on "The Necklace" and the other is working on "The Cask of Amontillado".

Next week is only going to be a 3 day week. (I'm going to feel like I got nothing accomplished by the end of the week; I'm sure!) I will be finishing my lesson plan to teach the following week. I will be working on and giving some strategies to my Case Study participant. I think I will get it all done in only 3 days.

Conceptual Unit Planning

The three units that I chose to use for this week’s discussion are (all are 11th grade):

“Bridging the Harlem Renaissance to the Hip Hop Movement” (Kasha Whorton and Kristy Mulkey)

“The American Dream—Fact or Fiction?” (Jennifer Howell)

“A Sense of Self” (Jennifer Feldman, Melissa Lynn, and Amy Winter)


What concepts appeal to you most?

Of all the units I looked through, and honestly it was mostly 11th grade, I really liked the concepts of discovering oneself, finding the American Dream, and living the American Dream. Knowing the American Dream and living it are definitely two different things. I liked these concepts because they dealt with what is perceived and what is reality.


How do you see a concept differing from a theme in these units?

In these units, the students will get to explore more of what they know and think. They will get to see things in a different light than what they are used to. For example, in “A Sense of Self”, students will get to read many multicultural texts. This will help the students to see themselves (or their own cultures) as others see them. If this were a thematic unit, the teacher could use one—possibly two—texts and say “Ok, so now you see how these cultures are different.” That could be the end of the unit. However, with the units being conceptual, the students will go deeper inside themselves to pull from knowledge they already have and new knowledge they are accessing.


What purpose does the rationale serve in these units?

For me, the rationales in these units tell me (a teacher looking for ideas) exactly why they plan to do the lessons and use the materials that are included in the unit. It tells me why they have chosen certain things they are planning to use as resources/materials in the unit. The rationales also gave me an idea of what they planned for the students to have learned/mastered/attained for the duration of the unit. For example in Jennifer Howell’s “The American Dream—Fact or Fiction?”, she starts at the beginning. In her rationale, she explains that the colonists had open access to the American Dream. She explains how we know this, and then she tells why it is important. Then, she brings the unit to today by showing what she is planning for the students to know, do, and learn during the unit. Howell explains why she has chosen each of the texts that she plans to use.

I think that without the rationales, the units I looked through would be hard to follow. Some of them, of course, it would be possible. However, others would be almost impossible to even follow if they did not have the rationales with them.


What resources do these teachers use that you might not have considered? That you already use?

Honestly, I have never planned a unit. I have never planned for more than two consecutive days. So, I have never thought about the resources (other than novels and the primary reading materials) that I would need.



How is the planning in these units similar to or different from you own?

I can only hope that when I begin to put my Conceptual Unit on paper that I am as clear as many of the ones I viewed. Right now, I do not know how these units are similar or different to my own planning. This goes back to the fact that I have never planned for more than two consecutive days, so I do not know what my unit planning will actually be like.

After reading several units, I hope that my Rationale is as in-depth as most of them. I hope that when I begin to put my unit to paper that my assessments and rubrics will be as useful as the ones I found in these units. I hope that if, in the future, I am helping a student to learn to develop a unit of his/her own, I can show him/her my unit and it will help him/her to see what can (and possibly should) be included. (I know that sounds a little selfish…doesn’t it!?)

Image Grammar Mini-Lesson

Considering that I am observing in a class that does not do much reading other than to prepare for the English I EOC, I was really stumped about this week’s assignment. I had to dig really hard and it will be a big stretch, but I think my mini-lesson will work.

The strategies I have chosen that I could possibly fit into the classroom that I am currently observing or that I am sure I would like to use in my future classroom are:

Chapter 1—Strategy #2—“Explore Images from Films of Best-selling Novels” (This is actually my mini-lesson strategy.)

Chapter 2—Strategy #1—“Paint the Personality Behind the Clothes”
The teacher in this classroom is always trying to get the students to be more detailed in their writing. She is always trying to get them to show more than they tell about the characters and things in their writing. This would be a good way to get them to practice that.

Chapter 3—Strategy #1—“Adding Grammatical Music to a Sketch”
This would also get the students to add more information for the senses to their writing. I think this would help the students to gain a better understanding of what authors are trying to say when they use this strategy. Authors often try to bring in all the senses. However, students don’t always grasp that. I think if they were to practice it with this strategy, it would help them tremendously.

Chapter 4—Strategy #1—“Keep a Writer’s Sketchbook”
This would work with just about any English class. This strategy helps to keep students writing. If students have a place for their ideas (like drawing artists do) then they could come back to them later to formulate them into something.

Chapter 4—Strategy #5—“Do Your Own Edgar Allan Humpty”
In their regular English I classes, the students have just finished reading some Poe stories. I think this would be a great way to get them writing. Plus, it would help them to understand Poe’s style a better. They say that “imitation is the highest form of flattery,” so we could also say that “imitation is the best way to learn”, right? How did we learn to drive? We imitated what the Driver’s Education teacher showed and taught us. We also imitated what other drivers had shown us. So, I think the students could use this strategy to understand Poe better and to get themselves writing.


********************************************
Time: 20-30 minutes

Rationale: The NC English I EOC has several practice tests that the students work on throughout the semester in English. On the EOC, the students are given excerpts of things to read. Many times, on the practice tests at least, these excerpts are from novels that have been made into movies. From just this week, I have seen in the book that there are excerpts from “Pygmalion”, Frankenstein, and others. So, after the students have read the excerpts and understand them for the test, then I can show them the scenes from the movies so they will understand the excerpts from a more literary perspective. It will help the students to understand some of the things that the teacher is trying to get them to see in the writing. It might also help them to see what the teacher is trying to get them to put into their own writing.

Activity: The students will read the excerpts from different novels or plays that have been filmed as movies. Upon reading them, the students will answer the practice questions in the EOC review. The class will discuss the answers to the practice questions and the teacher will explain anything that the students need more explanation on. Then the teacher will have the students to watch the movie versions of the excerpts they just read. After completing each movie clip, the students will quickly (and individually) write/jot as many differences as they can see in the movie and the excerpt. Then the students will just which they personally preferred. After all the clips and excerpts have been compared, the class will discuss together the differences and similarities in the pairs. The class will also discuss how the director and the author both “painted” important parts of the story for the reader/viewer.

********************************************
Text Reflection: I think that this text will provide me with ideas to use in my future classroom. I really like some of the things that are listed in the strategies. I definitely will have my students keep a “Writer’s Sketchbook” and I plan to use the strategy with the clothes for painting the personality! J I like the suggestions that Image Grammar gives. However, I can see ways that I could change them to fit into situations I could possibly be in.

Clinical Observations #3

On Friday of last week, I met with Mrs. S. She and I went over the things I need to accomplish in my Clinicals/Obervations this semester. When I started talking about the Clinical Case Study, she said "Did Mr. C know this when he placed you in here? I can't believe he'd put you with me for this." So, as it turns out, the Seniors aren't reading a lot be cause of the Senior Graduation Project. However, both of her English III classes are Honors classes. So, she said she would ask around and let me know what they decided I should do to find a student for the Case Study.

On Monday of this week, Mrs. S emailed me to tell me that I will now be working with Mrs. J for my Clinicals/Observations and my Case Study. So I sent an email to Mrs. J and I met with her on Tuesday afternoon. (She has 4th period planning.) She teaches a class called High School Success. The students in the class have either failed English I already, are in danger of failing this semester (and were put in the class after progress reports) or scored low enough on the Eighth Grade English EOC that they are at-risk of not passing English I. All the students in her class read on about a 4th grade level. There are a couple on a 6th or 7th grade level. So there are plenty of students to choose from! :)

This class basically helps to get the students prepared to pass English. There are 3 30 minute session in the class. That's how it's planned anyways. Some days it is different. The students work on vocabulary, grammar, test prep tips/tricks, English homework, quizzes, and assignments. They also have 30 minutes of Study Hall where they can work on any of their homework or assignments.

Every week, they have 15 spelling works. These are commonly misspelled words. This week, some of the words were "personal", "personnel", "ninth", and "manufacture".

On Wednesday I was introduced to the classes. I sat in the back and just observed everything. On Thursday, during her teaching time, Mrs. J split the class into two groups. In every class, I had the opportunity to work with one group. I had to help them understand and analyze poems in the EOC Review books. After they read them, they had to answer 6-8 questions about them. So when they didn't understand something, I would ask them questions to lead them to the understanding. I never gave them the answers. :) (I was excited to get to help them this way!) On Friday, they had their English I benchmark test, so instead of having them have a hard studying day, Mrs. J let the class have a "Mad Gab" tournament. The students had to use things they know about words/sounds in English to figure out the answers. It was very interesting.

I have picked a student with whom I want to work for the Case Study. However, I sent the Permission Form home with her on Thursday. She did not return it on Friday. So, I am hoping to get it back from her tomorrow.

I will be back in the classroom for more observations this week.

Clinical Observations #2

At the end of last week, Thursday to be exact, I received my placement from the OFE. I am going to be visiting Mount Pleasant High School. So, as soon as I found out, I emailed the API whom I needed to contact. He replied on Thursday afternoon saying that he would be away from the school on Friday and asked me to wait until Monday for my final placement in the school.

Monday came, and I did not hear anything. Then yesterday, I emailed again to ask if he had finished my placement. About an hour later, I received an email from the OFE stating the teacher's name with whom I will be working. So, I have contacted her.

Her name is Ms. Schmitt. She teaches English III and IV. She has another intern who is there all year on Mondays. However, she has agreed to meet with me on Friday of this week. She has first period planning, so she has agreed to give me a quick tour of the building and then check out my assignments for the semester.

As of right now, I am just hoping to get the Clinical Case Study finished on-time. I do not know if I will have adequate time to complete it since I will only have 8 days of observations before the Case Study is due. (Cabarrus County Schools are closed on Oct. 30, Nov. 2, and Nov. 3.) But...I will do my best to have it completed.

I am looking forward to going to MPHS this semester! I think this is going to be a great learning experience!

Clinical Observations #1

Well...as you all know, we are supposed to be commenting about our observations. We are supposed to talk about what we have seen this week in the classroom.

Unfortunately, I can not do that. I will now know until this Thursday or Friday where my placement is. "Technically", it's all my fault, too. I honestly did not see the Section I (one line) on the Request for Placement form that I faxed to the OFE. This one line asked me to list where I had previously been for clinical observations. So...since I did not see that line, I did not answer that line.

September 25th, I checked my placement and it was the exact same place I had been for both semesters last year. I made a call to tell them I needed a new placement. They said I have to wait until Oct. 8th or 9th.

I really would have thought that the computers in the OFE would have told them that I had already visited this school for two semesters. But, it doesn't. They rely solely on people telling them. :( I'm sure I'm not the first (or last) person to ever do this.

So...for now, I have no observations. I will post with some as soon as I get into the school! I'm excited about getting into the school this semester! :)

What's Your Story--Revised

(This is my latest version. I hope you enjoy it. I did add some things to it!)

I was born at home
And made front-page news!
I cut my teeth
On the church’s pews.
I’m from Sunday School
And Homecoming lunches,
High school band,
And school-girl crushes.
Mom and Dad
Are together today.
(It’s still supposed
To be that way.)
Older brother
Little Sis
Middle Child?
Oh, yes!
First to graduate
From a university
Seven year plan,
But who’s really counting?
I came out with a degree
In Sign Language Interpreting.
Now here I am
At UNCC,
MAT here I come!
Look at me!
Girl Scouts
Music
PTO
My daughter dances
Away we go!
Married to a wonderful man
And he is my “bestest” friend
Still working on achieving dreams
It’s all just part of being me!

My story is simple. Ok, so maybe not. My name is Leslie Parker Jackson. Except for four years of my life, I have lived in a ten mile radius of the house in which I grew up. On February 15, 1978, I was born at home to Rick and Jeanie Parker. Every Sunday, we were at church. I grew up knowing that if I followed God’s plan for my life, then I would be where I was supposed to be. Have I veered from that? Sure I have—a couple times. However, I always seem to find my way back.

I have an older brother, Donnie, who is 3 ½ older than me. For 9 ½ years, I was the baby of the family until my little sister, Lisa, was born. I would have traded her for just about anything back then, but now I wouldn’t trade her for the world.

I attended Concord High School—home of the “International Award-Winning Spider Marching Band”. I played just about every instrument I could get the band directors to teach me. My love of music helped me to find myself in the Music Education program at Appalachian State University for my freshman year of college! Go Mountaineers! I only attended ASU for one year, however, because I had three deaths in the family (or close family friends) during the second semester, and I decided it was time to come home.

I spent two-and-a-half years at Rowan-Cabarrus Community College. During that time I met my wonderful husband, Tony. I transferred to UNCCharlotte in January 2000. A month later, Tony proposed. In August 2000, I moved to UNCGreensboro from which I graduated three years later. In May 2001, Tony and I were married. Our wedding started just as the green flag was dropping for the Winston (now called the All-Star Race) at Lowe’s Motor Speedway. Two years and one day later, as I walked the stage at the Department of Education graduation ceremony, I could feel the tiny kicks of my daughter inside me. I was six months along when I graduated.

Tony and I moved back to Concord in June 2003. Our beautiful daughter, Chasity Carletta, was born in August. She has her Grandmother’s middle name. Tony’s mom died a little more than a year before Chasity was born. Where I’m from, you keep the names in the family. That’s part of how you keep the family history alive.

From August 2002 until August 2006, I worked as a Sign Language Interpreter. When I went to my yearly evaluation in May 2006, I was basically asked to choose between my child and my job. The problem was that our daycare did not open until 6am and I was supposed to be at work at 6:30am. Unfortunately, I had a commute of no less than one hour each way—depending on traffic. Other interpreters—childless interpreters—complained that I was getting special treatment because I had a child. (However, I had cleared the whole situation with the Education Center downtown before accepting the job.)

I did not inform the school system of my decision until August 2006. In the end, my daughter won! In October 2006, I became a substitute teacher for Cabarrus County Schools. I have done that ever since! I love it! I get the classroom experience without the extra “issues” that teachers face. It really is a great way to get some classroom training.

Of course, I would rather be a regular classroom teacher. Going through high school and college, I always knew that I would be a teacher. Don’t get me wrong, I loved interpreting. But, I was born to teach. I love to see students when they “get it”. I love seeing the proverbial light bulb come on.

Five years and one week after Chasity was born, she started Kindergarten and I started graduate school—on the same day! I have my internship next semester. I have to take the Praxis II. Then, I will have my teaching license, hopefully. I have a little while left before getting my Masters, but that is a dream I just have to keep pursuing.

At the moment, I am not teaching. However, upon completion of Phase I of the MAT, I want to teach secondary English. Why English? My response is…why not? I believe teachers should teach what they love. If you love it, you are a forever student and will always have something new and interesting to share with the students in your classroom.

For me, I was influenced by my Junior English teacher, Mr. Campbell. Mr. C taught us that literature can (and should) have a personal touch to the reader. He/she should try to find a way to connect the reading to his/her life. So, that year my big research paper was on A Separate Peace by John Knowles. (I still have my same copy of the book.) That was the first paper in English that I personalized.

I learned to love to read and write again. I had lost that in middle school, but Mr. Campbell’s class brought it back to me. His love of teaching, English, writing, and reading helped me to regain my love of the art. Because of Mr. C, I want to spread my love of teaching, reading, writing, and English (in general) to my future students.

For right now, I am a mother, wife, daughter, sister, friend, PTO board member, and Girl Scout troop leader. Sometimes I feel like a chef, a maid, a secretary, and a taxi driver. But, most importantly, I am me. My story is not so different from many others. I was born. I grew up. I am living my life the best I know how with the people I love surrounding me.

My Beliefs about Teaching Writing

1. I will ask for and expect my students’ best. In return, I will give my best to my students.

2. I will allow students to see examples—good and bad—of work before they begin working on their own writing pieces.

3. I will share many authors, ideas, and genres with the students through literature and through their own works.

4. I will share some of my own writing pitfalls and shortcomings. This should help to break the illusion (that some teachers try to give) that teachers are perfect. Maybe the students can learn from my mistakes before making them for themselves.

5. I will allow students many opportunities to write. They may be structured assignments or simply freewriting. I will also check most of them simply for participation; however, some will go through the processes of writing until finished.

6. As a class, we will develop a plan of action for working together. Some points will be, no cheap shots, no demeaning criticism, plenty of positive feedback, and plenty of constructive criticism.

7. I will allow students to make mistakes/errors. The writing classroom will be a safe place for students to discuss possible solutions.

8. I will provide opportunities for students to work alone, one-on-one, and in peer groups. I will also allow for the students to access me for consultations.

9. I will encourage the students to take writing risks. Then, if they do not succeed, I will help them discover how to possibly vary it for the next time.

10. I will focus on the students’ successes rather than their failures. I will encourage them to continue to build and strengthen the areas of their weaknesses.

What's Your Story?

(This is the original version. I still need to add parts about why I want to teach, my English background, favorite things about teaching English, and hobbies. I am still working on those revisions. I'm just afraid this is going to end up being a really long paper.)

I was born at home
And made front-page news
I cut my teeth
On the church’s pews
I’m from Sunday School
And Homecoming lunches
High school band
And school-girl crushes
Mom and Dad
Still together today
(It’s still supposed
To be that way)
Older brother
Little Sis
Middle Child
Yes! I am!
First to graduate
From a university
Seven year plan,
But who’s really counting
I came out with a degree
In Sign Language Interpreting
Now here I am
At UNCC
MAT here I come
Look at me!
Girl Scouts
Music
PTO
Daughter dances
Away we go!
Married to a wonderful man
And he is my “bestest” friend
Still working on achieving dreams
It’s all just part of being me!

My story is simple. Ok, so maybe not. My name is Leslie Parker Jackson. Except for four years of my life, I have lived in a ten mile radius of the house in which I grew up. On February 15, 1978, I was born at home to Rick and Jeanie Parker. Of my friends from high school, I am one of three—I think—that our parents are still married. Every Sunday, we were at church. I grew up knowing that if I followed God’s plan for my life, then I would be where I was supposed to be. Have I veered from that? Sure I have—a couple times. However, I always seem to find my way back.

I have an older brother, Donnie, who is exactly four grades older than me, but only 3 ½ years older. For 9 ½ years, I was the baby of the family. My little sister, Lisa, was born when I was in fourth grade. I would have traded her for just about anything back then, but now I wouldn’t trade her for the world.

I attended Concord High School—home of the “International Award-Winning Spider Marching Band”. I played just about every instrument I could get the band directors to teach me. My love of music helped me to find myself in the Music Education program at Appalachian State University for my Freshman year of college! Go Mountaineers! Still today, if you cut me, I bleed black and gold! I only attended ASU for one year, however, because I had three deaths in the family (or close family friends) during the second semester, and I decided it was time to come home.

I spent two-and-a-half years at Rowan-Cabarrus Community College. During that time I met my wonderful husband, Tony. I transferred to UNCCharlotte in January 2000. A month later, Tony proposed. In August I moved to UNCGreensboro from which I graduated three years later. In May 2001, Tony and I were married. Our wedding started just as the green flag was dropping for the Winston (now called the All-Star Race) at Lowe’s Motor Speedway. If you walked outside and knew what to listen for, you could hear the cars as they sped through turns three and four. As I walked the stage at the Department of Education graduation ceremony, I could feel the tiny kicks of my daughter inside me. I was six months along when I graduated.

Tony and I moved back to Concord in June 2003. Our beautiful daughter, Chasity Carletta, was born in August. She has her Grandmother’s middle name. Tony’s mom died a little more than a year before Chasity was born. Where I’m from, you keep the names in the family. That’s part of how you keep the family history alive.

Five years later, actually five years and one week, Chasity started Kindergarten and I started the MAT program at UNCC—on the same day! I have my internship next semester. I have to take the Praxis II. Then, hopefully, I’ll have my teaching license. I have a little while left before getting my Masters, but that is a dream I’ll just keep pursuing.

Today, I am a mother, wife, daughter, aunt, sister, friend, PTO board member, and Girl Scout troop leader. Sometimes I feel like a chef, a maid, a secretary, and a taxi driver. But, most importantly, I am me. My story is not so different from many others. I was born. I grew up. I am living my life the best I know how with the people I love surrounding me.

Welcome to my blog!

Hello!

My name is Leslie Jackson. I'm working on my MAT for Secondary English. I do have a personal blog that I have been keeping for almost a year. It's just where I put out my thoughts, rants, opinions, and sometimes pictures so that I know where they are! :)

I think I am going to really enjoy this as part of the class this semester. Of course, I think it would be great to have for my future students/classroom also! I might use this, if possible, for my future students.

Anyways, in the next few weeks, we are going to share ideas, thoughts, and information. I can't wait to get to know you. I hope you enjoy what I have to offer as well.

Leslie