Analyzing the Differences between a Novel and the Movie Version

I feel like this is a tough standard to teach. My students just finished reading Lord of the Flies and are now watching the old version of the movie and the new version. I gave them a triple column graphic organizer where they need to record differences between the novel, the old movie, and the new movie. From there, I want them consider why the director chose to make the changes he/she made in the movie and what the desired effect was with the changes. Then we ask ourselves which format was most effective in getting the central themes of the novel across?

I've done this type of activity before, and while my kids can identify the changes between the three versions, they have a tougher time concluding which is the most effective. But the way I see it is that my students are getting exposed to this kind of reflection and questioning. They are experimenting . . . wetting their feet.

Let's see how today goes. My 8th graders will finish watching the newer version of the film and then we'll spend the rest of the period discussing what we saw and what we think.

Recharging My Batteries . . .

Winter break is a couple of days away, and I can't wait to hear that final bell ring on Friday. I've been so distracted lately. Teaching is my passion, don't get me wrong, but I'm in a burn out zone right now. With so much stress happening in my personal life, I'm kind of fixating on seeing my family and creating some happy memories with them. It's important to me that  my girls spend time with their family.

As far as what we're doing in class, we're reading Lord of the Flies. The majority of my students seem to be having a difficult time reading and understanding what is going on. William Golding's writing, as far as the mechanics and structure of it, is a lot more complex than what they're used to.

But the few students who are reading and comprehending and analyzing keep motivated. It's nice to see students truly engaging with the themes and central ideas of literature.

Sticking With It

There are times, many times actually, when I start a  novel with my students, and they complain the whole way through. As tempting as it is to just give in to them and move on to something else, I feel it's important to stick with it. Push through the tough language, the confusing plot line (confusing due to low comprehension), and the urge to just quit and read something "more fun".

My students and have been reading Lord of the Flies. To be honest, this was my first time reading it. I vaguely remember being assigned the novel in high school, but I didn't read it. I guess I can see the issues my students have with it, but it's important that I push them and not let them quit. Now that we're in the last chapter, I'm hearing things like, "Now it's getting good!" and "So many things are happening now."

The Common Core has definitely changed the level of rigor I'm bringing to the students as far as reading materials. Today, after we finish the last chapter, we're going to finish both films (new and old version) before going into a further analysis of the novel. We'll be looking more closely at characterization, conflict, how the setting influences the plot, irony, and theme. In addition, we'll be comparing and contrasting the two versions of the film and the novel to see which we found most effective in relaying the themes/messages.

I'm glad I pushed through. I'm rewarding my kids with a more engaging novel that they'll easily relate to--Speak by Laurie Halse Anderson. It's a great book to teach Voice, characterization, and themes as well.

After that, we'll do The Adventures of Tom Sawyer, Night (an/or The Diary of Anne Frank: the Play)  and Romeo and Juliet. With my ESL, we'll be reading the graphic novel version of Treasure Island. If time allows in both classes, I'd like to do at least two literature circles.

Gotta head out. The bell is going to ring and my READ 180 kids will be piling in.

Teach Your Heart Out,

Jenn

Gaga over Gaggle

Well, folks, it's been a couple of weeks since I introduced my students to Gaggle, and it's been surprisingly successful. Sure there are a few kinks we have to work out, but the benefits far outweigh the stress of learning something new and having to reteach it to a group of students.

For one, we've already cut down on so much paper in the classroom. My students can now upload almost all assignments to Gaggle, and teachers have the ability to mark and grade the papers before sending the assignment back to the student. Students can then edit their papers and resend them.

Secondly, it makes it easier for me to note who has not turned in an assignment even before I grade them. I can casually remark to a student that I'm still waiting for their work.

Finally, it eliminates the need for me to carry papers home. I can whip up a frothy cup of hot chocolate, get into my jams and slippers, open my computer and grade away.

On the downside, it is a bit overwhelming seeing an influx of around 40 essays arriving in your inbox over two days. And that's why I'm paying my babysitter to watch the girls the whole day tomorrow. In addition to having to clean my very disorganized and cluttered classroom, I have to grade these essays and get materials ready for Monday. But it's not so bad spending my day in the classroom--it's my home away from home. Think about it, where do we teachers spend the majority of our time besides home? I turn on Netflix and project it to my board and watch movies or shows while I clean and organize the room. And when it's time to grade the essays, I'll turn on Pandora and listen to a variety of music. It's almost like a daycation!

Until next time,

Jenn

The Prodigal Teacher . . .

has returned. I know it's been a VERY long time since I've posted to this blog, and I feel kind of sheepish attempting to start it again; however, I have this need to record my thoughts about teaching. A reflective teacher is a good teacher. I want to be the best I can be for my students and for myself. Teaching is my passion and my craft. I'm positive many of you feel the same way, right? Learning is an organic process that can't be turned on and off--we're always learning.

So, please excuse my two year hiatus. It is my hope that I can get in here and write at least 2-3 times per week about the magic that is happening in DuranLand. 

Gaggle

Today I plan on introducing Gaggle to my Creative Writing students, maybe my ELA-8, as well. Until two days ago, I really had no idea what Gaggle was all about; however, after the training provided, I feel excited and motivated to use it in my classroom. I only have nine computers, so I'll mostly use it in small groups, but that's perfect because it gives me conferencing time with smaller groups.

Technology is not something I'm well-versed in, and I know that as time goes on, technology will only take a stronger role in education and in the lives of our students. So, I need to hop on board the Tech Train. :-)

We'll see how it goes.

State Testing

It's been SUCH a long time since I have blogged, and this blog, one that I was so excited about, seems to have whizzed off the "back burner" into a black hole. I completely forgot about it until this morning. Well, I'm not perfect (although sometimes I like to think I am), and there's always a new start. Today, Spring Equinox, seems like a good time start over on this blog and really put my heart into it. I love teaching so much, and now I want to become better at reflecting on my teaching and sharing my experiences with others.

Today is the third day of our State Testing (NMSBA), and while it's going well, I'm exhausted! My colleagues and I were talking about how funny it is that we're so tired, even though we're just walking around NOT talking, but watching our kids, making sure all regulations are being followed. I find myself wanting to do something--read, grade papers, email, anything but walk around in circles. But, it's just for a short time, and at the end of the day, I get to have an hour with a different group of kids each day making art. Yay!

How are you State Tests coming along?