Every so often, this website comes in really handy.
Ever need to know exactly what a character said in a movie? Ever want to show your students how dialogue is done for film?
I recently found a free —I repeat, FREE—source for any and every movie transcript. At the time, my class had just finished watching The Conspirator, a 2010 movie directed by Robert Redford about the trial of Mary Surratt, the first woman executed by the U.S. government for her involvement in the assassination of Abraham Lincoln. I was helping a student find the lines spoken by a Civil War general during Surratt’s trial.
This website gives you the entire script for a movie from start to finish. While the site doesn’t show which character speaks which line, it does contain the entire spoken dialogue for films. You’ll need to scroll through the script for the particular scene you may need; therefore, you’ll need to already be familiar with the movie.
That being said, this site is invaluable.
In addition to thousands of movie scripts, the site also offers scripts for thousands of TV episodes for current and past series. The movie database contains scripts ranging from current releases to the oldies. Go here now to surf around and see what you may find or bookmark the site for later. Your students will thank you when they’re needing to cite a movie for a paper or for research.
Thanks for reading! Check out last week’s post about how not to feel guilty for showing videos or movies before a holiday break.
If you’re wanting another way to connect with your students, try adding a small box of lotions to your desk or wherever it might fit best in your classroom. Male English teachers (all five of you out there) can try this, too! Find a couple of macho-scented moisturizers you like, buy those, toss in a few women’s versions, and jump in!
I’ve always been a big fan of hand creams and lotions. Some of them can be a real pick-me-up throughout the day, especially when they have an aromatherapeutic fragrance. In the past, I kept my hand creams to myself, but this year I decided to stock a small collection in a recycled red box on my desk. Bath & Bodyworks is a favorite source.
I cycle new bottles and tubes in occasionally, and I added some holiday “flavors” for the Christmas season. Although it’s difficult to find men’s lotions or moisturizers, I did discover Vaseline Men’s Healing Moisture at Target and threw that one into the mix as well.
Having my lotion station has been a positive in my room this year for this reason: it gives students and me something to connect around other than school.
At the beginning of class, as kids are settling in for the hour, a couple of them will go to my desk to try a new lotion after they turn in their bell work. That’s when I’ll hear comments such as…
Trying on and talking about the lotions also provides a tiny little time to talk. That’s helpful during a tightly scheduled school day. For instance, kids have about fifteen minutes to eat breakfast and socialize before their eight classes begin each day. Lunch lasts for 25 minutes, which also includes an eight-minute recess.
At the end of the day, our buses depart as soon as the kids leave last hour and exit the building. There is little opportunity to talk with any student during a normal day.
And because my class periods are usually fairly structured, time to talk one-on-one with students during class is limited. Having a lotion station gives students a reason to mingle and talk briefly with me or others nearby. Obviously, if the extra talking becomes a problem, I simply say, “Okay, make it quick and have a seat.”
So far, the lotion station has not been a problem or a distraction at all. In fact, I will definitely continue keeping my lotion box stocked and would recommend it to anyone who needs a quick, easy way to foster better relationships with your students.
Thanks for reading! What ways have you found to connect better with your kids on a personal level? Feel free to leave a comment! See you soon.
Students turned in their final portfolios on Friday, and just like that, the semester is nearly over.
On Friday, my seventh- and eighth-graders turned in their final Writer’s Workshop portfolios. In early November, students began choosing eight writing projects from a list of twelve. The list offered a range of projects ranging from poetry to arguments to narratives to informational works. The focus of WW was the writing process. The procedure required that they complete three drafts and share their work with their peers and me for feedback and revision suggestions.
Click here to read my post from three weeks ago that outlines how WW works in my classroom.
By the way, I didn’t include a list of the various writing projects in that earlier post. Here are two photos of the final portfolio rubric I used this year, which lists the projects students could choose from.
It might appear that the grading was intensive and time-consuming. However, since I had already seen the students’ second drafts and provided feedback on those, my main task in assessment was confirming that students followed the writing process for each project. Students turned in a two-pocket folder with their eight projects enclosed. For each project, I looked for their first draft, their first draft responder sheet, their second draft (the draft I provided feedback on), and finally on top of the stack, their third and final draft. I did make sure that significant changes were made at each stage of revision. Points were deducted if they didn’t make any changes from draft to draft. In addition, I gave a “quality of writing & presentation” grade and then also circled a holistic rating for their work (see arrow on the final portfolio rubric in the photo below).
In case you’re wondering, yes, we do use a lot of paper (and ink) in my classroom. Students composed mostly on their Chromebooks, but then I also required that every project is printed. I know many students share their Google Docs with each other for revision and editing purposes, but I still require that students turn in hard copies of all drafts. Here’s my post that explains my loyalty to having students submit paper copies, rather than just dropping a file into Google Classroom.
Overall, WW was a great experience this year. As I graded rubrics this weekend, I came upon three main take-aways. Here they are:
Require that students choose an equal number of each genre. While the variety offered in the project list usually guarantees that students will write across genres, I did notice that some students were heavy on poetry, which makes sense. Free-verse poetry (which I encourage over rhyme) seems to have (to students, anyway) fewer rules and punctuation usage can be looser. However, I would prefer that students get more practice in essay writing. Next year, I’ll make sure to enforce “genre equality!”
Schedule a progress grade mid-way through the workshop schedule. I did this informally by checking with students during conferencing to ensure they were on-task throughout the six weeks, but assigning a formal grade that required the completion of four projects at the three-week point may have helped some of the students with budgeting their time.
Continue the responder sheet grade. This year, I added a responder sheet grade. I asked each student to show me a responder sheet that they filled out for another student. If they followed the directions on the responder sheet, which were to choose four to six questions and answer them in writing on the back of the sheet, they would receive full points. If they answered only two questions, then half points. If they only made a few editing marks on the draft, or provided minimal answers (as in “I think it’s great!” with no suggestions for improvement), they would earn fewer points. Including this grade in the workshop this year made students more accountable for providing constructive feedback. I need to make sure I continue with this practice.
It’s been a good semester and I’m looking forward to January. After Christmas break, seventh-graders will begin reading Chasing Lincoln’s Killer followed by an analysis of the film, The Conspirator; eighth-graders will continue work on their human rights dissertation and also begin reading Frederick Douglass’ narrative. My sixth-graders? They’ll be continuing their mastery of the beloved five-paragraph essay, the champion of academic writing. More on that in a later post!
Thanks for reading! Feel free to click like and leave a comment with your own Writer’s Workshop experiences.
The long-awaited 2019 prompt for NCTE’s Promising Young Writer’s contest has been released. This year, NCTE invites students to write about instances in their lives when they “made a conscious choice to welcome or show hospitality to an experience, feeling, or person.” Click this link for more information.
This contest’s purpose is to, in the words of NCTE’s contest description, “1) To stimulate and recognize the writing talents of eighth-grade students and 2) to emphasize the importance of writing skills among eighth-grade students.”
I am glad there’s a contest specifically for eighth-grade writers. It seems this grade, the final grade before high school, can often be overlooked in the grand scheme of a student’s schooling. It’s the final year of middle school, and while a student’s formative years are far in the past, their all-important high school career has yet to begin.
If you’re unfamiliar with this contest, click here for my entire blog post about it. Check out the comments for special insight from a fellow teacher who has experience with this contest. She offers some especially good tips and thoughts.
One comment she makes: “What I love most about this contest is that there is no set number of winners. Everyone who meets the criteria will receive an award, and even though that is usually a very select few, it’s still nice that it’s not really a ‘competition.’ Students are measured against the criteria, not against each other.”
Thanks for reading! I hope this post provides you the information you need about this contest so you can investigate it further for your students. While this is a new contest for my students, I do plan to assign it after the Christmas break. Have a great week!
I’m so glad I didn’t give up on what is now one of my favorite activities
Since I began teaching seven years ago, I’ve learned that sometimes it may be necessary to try a new technique, a new curriculum unit, or simply a new idea more than once in order to fairly assess its effectiveness.
Usually, the first time I try anything, it fizzles. At the conclusion of the semester, when students were turning in their final drafts of their projects, I was glad Writer’s Workshop (WW) was finally over. I didn’t like the unstructured nature of class time that the workshop encouraged. Perhaps my classroom management skills weren’t up to par, or perhaps I’ve just relaxed a little. Perhaps it’s a bit of both, but the less structured nature doesn’t concern me like it used to because…
I’m sold on Writer’s Workshop now.
Besides, my WW is fairly structured in its procedure to begin with. That built-in structure requires that kids stay on task. If I had decided to give up on WW after my first attempt, or even the second, I would have missed out on an activity that some students say is their favorite. Many students seem to like coming into class, having a short lesson, and then being able to work at their own pace on the projects of their choosing.
Writer’s Workshop puts these two things front and center: student choice and the writing process. Here’s what it looks like in my classroom: Every student gets a project sheet that lists about twelve possible writing projects. The list includes a mix of discourses: narrative, informational, argument, and poetry. I usually don’t specify how many of each discourse they must do, since there’s enough of a mix to guarantee they’ll write a variety. Kids must complete eight projects of their choice in a given time period. This fall, we started Writer’s Workshop on November 1, and their final portfolios are due Dec. 14. Here’s the rest of the basic procedure:
On day one of WW, as a class, we discuss the entire project list. Some of the assignments are new and don’t require that we go over them, but I introduce a few new projects each time, so we make sure to briefly discuss those. I pass out an assignment sheet to each student and we talk through each assignment, brainstorm some ideas, and talk about other details such as that assignment’s word count requirement.
After discussing each assignment, I gather up the project sheets and put them in a manila folder labelled with the project name in a rack on a book shelf at the front of the classroom for kids to reference later when they need them. (By the way, the procedures for WW are listed on the back of each project assignment sheet.)
Writers choose a project, read through the project’s assignment sheet, and then brainstorm, and write a first draft. The first drafts can be handwritten or typed at this point; eventually, they’ll need to be typed.
After completing a first draft, writers must find a classmate to be their reviewer, who will provide feedback and suggestions for revisions. This is done by attaching a narrative, informative, argument, or poetry responder sheet to the first draft. (The responder sheets are also kept in labeled manila folders in a rack next to the assignment project sheets at the front of the room.)
The reviewer then must answer in writing four questions listed on the responder sheet. The reviewer writes their answers on the back of the responder sheet on the lines provided. One thing I learned after my first WW attempt: If I don’t provide lines on the back of the page, students won’t write their answers down. They’ll simply jot a few very brief notes, or just tell the writer, “It was great. You don’t need to change anything. The lines on the back of the responder sheet holds students accountable to be more thorough with their feedback. I check these first draft sheets and talk with students who aren’t doing their fair share of feedback.
After providing their feedback, the reviewer gives the first draft and responder sheet back to the writer, who makes revisions, edits, and any other changes suggested. This creates a second draft, which the writer then places (with the first draft and responder sheet) in my second draft box. I do set a deadline for students to turn in their second drafts. At this point, that second draft deadline is one week before final portfolios are due. (I may need to reset that deadline to an earlier date.)
I read the second draft and fill out my own responder sheet, which has my suggestions and notes for the student. I ask that students give me a few days to return their second drafts to them.
After I return the second draft to the writer, they generate a third and final draft, referring to my ideas, revisions and edits that I suggest. While I don’t have time to mark every issue I notice on a paper, I do make sure that students understand what I do mark. I’ll usually talk with students when I hand their second draft back to them. This is always a good time to get in some one-on-one conferencing with each student, which, by the way, I am doing now on my phone with the help of Google Forms. (I’ll explain this new experiment from Two Writing Teachers in a future post after I become more accustomed to it.)
After completing their final draft, students compile all three drafts, responder sheets, and any prewriting or brainstorming and staple their “latest greatest” final draft on top. They then keep these finished projects in a two-pocket folder in a file cabinet in my room. On December 14, these folders will be turned in. And yes, I get it, that’s a lot of work being turned in at once; however, I’ve already seen every assignment in the folders (if students put their second drafts in the box). It’s basically a matter of verifying that students used the writing process to complete the assignments.
only aspect of WW I’d like to change for next time would be a more direct way for students to publish their work. Right now, I plan to post articles and stories and poetry in the hallway or in my room. Next semester, if all goes well, I will be having students choose which of their projects they would like to publish online in their Kidblog portfolio. (Again, that’s another future post.) Having an audience and a readership is crucial for motivating kids to write; I know this from my own writing experience on this blog and on Medium.com.
Here’s where I give credit where credit is due:
My Writer’s Workshop format is based on one designed and used by Corbett Harrison, a K-16 teacher with an EXTREMELY comprehensive website I located on the internet. Search his site (and its associated Northern Nevada Writing Project and WritingFix websites) for all kinds of ELA materials and ideas. (In fact, block out an hour or two if you intend to look at his site. It’s chock full of ideas and resources.) In the past, I’ve also had success with his creative approach to vocabulary instruction that provides as much choice and accountability as his WW.
Harrison offers a free 18-page PDF that explains how he facilitates WW in his middle school classroom. This PDF also includes the responder sheets and my second draft responder sheet. I can’t recommend Harrison’s plans enough. If you haven’t tried WW in your classes, his would be a good place to start. The plans have definitely worked for me by providing me a template to tweak here and there over the past couple of years. I’m so glad I didn’t give up on this solid, necessary, tried-and-true activity in my middle school ELA classroom.
Thanks for stopping by! Click like and follow this blog for more posts about middle school ELA. Also, feel free to leave a comment about how you approach Writer’s Workshop in your classroom.
The Essential Questions: How can history inform public policy? How do people prevent past tragedies from reoccurring?
Based on those essential questions (developed with help from our school’s art teacher, Joan Edgmon, by the way), I’m sure that some may think I’ve forgotten that I teach Language Arts. They may even wonder if I’m actually a history teacher in disguise. But to that, I would answer: Actually, I just see value in using historical events for writing topics because they…
1) teach kids about the world and broadens their background knowledge.
2) provide relevancy to writing and connect school with the outside world.
3) reveal to kids that remembering past tragedies can help prevent their reoccurrence.
Connecting the Triangle Waist Co. fire, the most tragic industrial workplace fire in U.S. history until the World Trade Center (WTC) fires on Sept. 11, is one study we delved into again this fall like we do every year in my 8th-grade classes. However, this year, I designed this poetry project to help students creatively explore the connections between these two events. In the past, I’ve assigned a written essay to explore these connections, but this year, with the DAR American History Essay Contest right around the corner, I wanted to give the kids more variety with a non-essay genre: free verse poetry.
Read this post to get some background on my Triangle Fire & World Trade Center unit. In short, skyscraper building codes that had been developed in response to the 1911 Triangle Fire were relaxed during the early design of the World Trade Center towers in the 1960s. These building code changes (including a reduction in the required numbers of emergency stairwells, permission to cluster elevators in central areas, and the absence of brick masonry requirements, plus others) likely contributed to the death toll on Sept. 11, 2001.
The rest of today’s post focuses on this culminating free verse poetry project I tried for the first time with students this year. The results were not perfect; I already know a few things I need to change for next year. However, I was pleased with the thinking my students engaged in, and I was also pleased with the creativity they showed in producing the visual elements of this assignment.
Here were the requirements for the poetry project:
Triangle Fire and World Trade Center Fires
Write a free verse (non-rhyming) poem about the Triangle Fire.
Write a free verse (non-rhyming) poem about the WTC fires.
Juxtapose the two poems on construction paper or some other paper.
Include a “gallery label.” See below for details.
Requirements for the project:
Each poem should be at least ten lines long.
Each poem should give this information: date, number of deaths, causes of death, lessons learned (Triangle reforms & WTC recommendations)
Each poem’s shape or appearance should remind us of the specific building the fire occurred in. Ideas: line for each floor? Arrange the lines to represent flames?
Each poem should also mention a lesson learned from the fire. What positive element can you add? The reforms made as a result of the fires?
The poems should “allude” to each other. There are a few ways one could do this…
Have your Triangle poem mention somehow the World Trade Center or vice versa.
Make both poems share a line, i.e. the same line appears in both poems.
Make both poems share a line, i.e. the same line literally connects the two poems.
Write a gallery label that will appear alongside your juxtaposed poems.
The gallery card needs to explain the two fires, relate how your poems address the two fires. You may want to also explain: how the two fires are connected historically, what we can learn from the tragedies to ensure that history does not repeat itself in this way again.
Get creative! Need art supplies? Let me know what I need to bring.
I passed out a handout that listed all the requirements at the beginning of the project. Then we decided that when we finished it would be fun to post all the completed projects in my room in “gallery walk style” so students could vote on the top six, which would then be posted in the hallway. The gallery walk took nearly a full class period because they were so interested in doing a good job. I changed the selection of poems to post in the hallway by removing one that, while being in the students’ top six, didn’t express any lessons learned from the tragedies. Plus, I included a couple more projects that showed strong effort.
Here are some of the most effective projects. Even though the poems were the most important part of this assignment, the visual elements also had a job to do, which was to convey meaning to the poetry. Some of the photos have been cropped so the poetry can be more easily read.
One thing I know I’ll change for next year is to require that no airplanes appear in the projects. While I’m glad that students understand what ultimately caused the disaster that took so many lives, the unit was intended to focus on how builders and developers literally forgot many of the fire-prevention lessons learned from Triangle Fire.
Finally, it’s always good to focus on the Essential Questions: How can history inform public policy? How do people prevent past tragedies from reoccurring?
Thanks for reading! Feel free to leave a comment if I’ve left out some key point— or if you spot a typo! I wrote this up fairly quickly over the weekend, and feel like there’s got to be a grammar issue or two somewhere in here. I’ll update this post as I think of other ideas or tips to include. Have a great week!
There’s a long list of middle school distractions to get through before Eric’s story will be finished.
Don’t buy a house in Oklahoma.
That was the first line of an essay resting on the screen of a laptop checked out to Eric, a seventh-grader in my middle school language arts classes. It stopped me in my tracks.
I whispered, “Why shouldn’t I buy a house in Oklahoma?” He proceeded to tell me, but I stopped him. “No, you gotta write that down,” I said urgently. “It’s a great opening sentence. Go!”
But he didn’t. He gave me a blank look and just sat there. I walked to the next desk to give him a minute to think. I glanced back. He was making faces at Amanda in the next row over.
Time for my little black chair, I thought. So I retrieved the chair from my closet that fits ever so nicely between the rows of desks in my classroom. It allows me to maneuver right down into the trenches alongside my students. I sat down next to Eric.
“How can I help you get started?” As I sat down, I untangled my lanyard again from my chunky stone necklace.
“I dunno,” he mumbled through auburn bangs. I stood there, thinking of an approach to take with Eric, whom educators would call a “hesitant” or “struggling” writer. He tossed his head back, his long bangs surging like a wave and then falling again to conceal freckles dotting a fair complexion.
I stared at him while he searched his binder for a pencil he wouldn’t need. I know this kid has writing talent, I thought, or he wouldn’t have no naturally jotted out that first stunner of a lead sentence. If he only had confidence in his words.
I lifted Erick’s laptop from the desk, thinking I would type as he spoke his story. And, true, maybe I should have waited a bit before doing that, but I did it anyway. As a writer, I know how important it is to strike while the fire is hot and with a line like Don’t buy a house in Oklahoma, I knew Erick had to explore it. Pronto.
I adjusted the screen. “Tell me why I shouldn’t buy house in Oklahoma.” He began to talk, and I started to type.
And then the bell rang.
The following day, we picked up where we had left off. I sat back down with him and we continued. Eric dictated for about thirty minutes, telling me the story of the tornado and the havoc it had wrought: broken windows, lost belongings, damaged cars, angry parents, minor injuries. Eager to be finished, he rattled off a makeshift ending. “There. That’s all I got,” he reported, glancing up at the clock. “Time to pack up.”
“Not so fast,” I said. “Grab this off the printer, please.” I formatted the story and pressed print so he could see on paper just how much he had produced in less than one class period. He—or we, I guess—had completed a first draft. It was the most writing he had produced in my class all year.
Eric stared at the three pages of double-spaced twelve-point Times New Roman he had created, scanning the paragraphs to the end.
“You spelled Choctaw wrong,” he said.
I smiled. “Well, circle it, Mr. Man, and we’ll fix it tomorrow. By the way, that’s an awesome story.”
Over the next few days and weeks, his narrative went no further than that first draft. Thanks to standardized testing, some end-of-the-year field trips, and the arrival of summer break, his first draft of the essay or story or whatever it will be, was put on hold again.
But not for much longer.
In a couple of weeks, Eric and I will resurrect his draft from Google Docs and see if we can find a direction for it. (He has no idea I’ve been thinking about it now and then over the past several months.) There will be time in our class schedule to develop, revise, and otherwise polish that first draft into a piece he can submit to a publisher or a contest, or at least post to his blog.
I have no illusions. It won’t be easy to get that tornado piece finished, but eventually, he’ll arrive at a final draft and turn it in. As his teacher, I absolutely must believe that he’ll feel a sense of accomplishment, whether he’ll admit it, or even recognize it as such. An added bonus: he should gain some confidence in his words as well.
But I’m getting ahead of myself. We have a long list of middle school distractions to get through before then. Eric will be bored. He’ll need a drink. His Google Doc will “disappear.” He’ll ask me thirty times, “Is it good yet?” And then, there’s Amanda.
*The names were changed for this essay.
Thanks for reading! Follow me for more essays focused on education, and specifically, teaching English Language Arts in middle school. Click like and follow my blog for more posts. As the school year continues, it’s getting more and more difficult to post weekly, but I’m trying! Thanks for stopping by.