|Normally I don't accept this kind of spelling, but it seems fitting here.|
|I like the ALL CAPS RAGE FONT.|
|There are always a few who like it from day one.|
At this point, I really emphasize with students that I want them to keep reading even when the reading is difficult. I want them to practice getting something from the text, even if what they get is "I don't know what's going on!" What I don't want them to do is turn to an online summary for canned answers. I want them to know that they can do this with my help.
This summer I got to hear Terry Thompson (Adventures in Graphica) speak at the All Write Summer Institute in Warsaw, Indiana. One thing I wanted to add this year was a piece of post-reading and discussion reflection. This slide gave me the idea to use drawings after we work on an installment in class.
|Yup, talking about books in the band room.|
After discussion yesterday (I use the word discussion generously), I handed out white drawing paper, cut to 6 by 8 inches, and told the students to divide the paper into four boxes. In each box, I said, we would draw part of the story. We brainstormed a few ideas (mud, horses, a messenger), and they were off.
As always, my students amaze me.
|I especially like my stick figure horses.|