Final Project

Here is the link to our weebly that has the format/unit for our final project!

Podcast!!

Using my savvy skills from 5472, I created a podcast (instead of submitting a written form) for a book review for Harry Potter and the Sorcerer's Stone. This was created for a Master's class (CI 5442), Young Adult Literature.  I thought this was a much more interactive way to give my book review and definitely plan on using this in the classroom one day soon!  I think podcasts are a terrific addition to put on my class website/blog and think it is a great way to market books to my students and hopefully get them excited about reading!  Further, I think it would be a much more interactive and personal way to describe assignments( that students may have been absent for) on my class website.  Instead of reading the instructions for a worksheet or assignment, students could listen to my voice explain it to them!

** Reader note: I am having trouble figuring out how to upload the file onto my blog (some other classmates had the same problem), but hopefully following this link to media mill works! I cannot seem to find a way to upload an audio file (such as an MP3 to blogger), so if someone knows how to please let me know! Thanks and enjoy!

Listen to my podcast for a book review of Harry Potter!

The end of the semester already???

I cannot believe it is the end of the semester already... it is a cliche saying, but time flew by!  While the past semester was challenging and stressful, I am more motivated than ever to pursue a career in education.  This semester I have learned invaluable methods, tools, and resources that I can incorporate in my future classrooms.  I feel that these skills are what will seperate me (and my fellow M.Ed. classmates) apart from other novice teachers entering the work field.  I am also excited to announce that I got my student teaching placement at N.E. middle school in Minneapolis... I could not be more thrilled!!!

I am not sure where the next year will lead me, but I am so excited to find out! I have decided that New York would be faaaar to expensive to live in alone (I'm poor now, I don't want to still be poor after I finish grad school!), so instead I am thinking of moving to Chicago!  I feel it is the perfect mixture between urban and midwest living and would still allow me to pursue my dream of working in an inner-city school district and working to close the achievement gap. 

While I am sad that the semester is coming to a close... I am so excited for a break!!! I hope everyone enjoys their winter breaks and comes back ready for student teaching!

Using Storybird in the Classroom!

We did this for another class, but I really enjoyed using Storybird and am looking forward to using it the future in the classroom.  I liked this program so much, I thought I would share my silly story with you!

Since the program provides images for the creator (and does not let them upload their own), I thought it would be fun to give pairs of students the assignment to create a Storybird with the same images and have them work independentally.  This would be a good creative writing activity, as well as show the students that even when given the same material (such as writing an analysis paper for a novel), there are many ways you can take your writing and form your own arguments based on what you, specifically, bring to a text.

Click here to view my Storybird!

Film Adaptations

Here is a lesson plan that I had originally thought of earlier in the semester, but added onto to incorporate the use of VideoANT as well.  I am really interested in using film adaptations of literature as an incorporated tool in my classroom.  This activity uses "Alice in Wonderland" and "Through the Looking Glass", but you could use any film adaptations paired with literature. 

I took special care when designing this lesson as to not give the students the idea that one version is better than the other, but instead focused the activity on making students realize the different elements and techniques in each version and how those elements and techniques added to the film or literature to make them special in their own ways - whether these techniques were successful or not.  I also used it as a tool to show students that they can read film and images in media as  just like they can read literature.

Lesson Plan:

Subject Area: English/Language Arts
Grade Level: 10th grade
Unit Title: Through the Looking Glass
Lesson Title: Two Sides of the Mirror

Time: Two class periods totally 80 minutes (or one block class of 80 minutes)

Essential Question: Similar to the literary elements of a story, what are the literary elements of film?

Objectives:
•    Students will be able to identify important themes and significant details in the novel Through The Looking Glass.
•    Students will be able to identify important themes and significant details in the movie Alice in Wonderland (1951 Disney version).
•    Student will be able to identify similarities and differences between the written and film versions and analyze those components in an analytical manner and understand their significance and importance in the both versions.
•    Students will learn how to become more consciously literate in film and media as well as reading, learning that there are elements of film similar to how there are elements of literature.
•    Students will become more comfortable incorporating technology in their assignments (VideoAnt).


Materials/Resources Needed:
•    Book: Through the Looking Glass
•    Disney film: Alice in Wonderland (1951) or access to YouTube for this clip: http://www.youtube.com/watch?v=MBTWE26AeEw
•    Notebook and pencil
•    Scheduled time in a computer lab and access to VideoAnt

Previous Knowledge:  By this point in the lesson, students will already have finished the book Through the Looking Glass and have discussed and analyzed the book critically as a class.  They will be familiar with certain elements of fiction such as imagery, word choice, sentence structure, detail, dialogue, character development, tone, and voice etc.  The students will also have had a tutorial the previous day on how to use VideoAnt (a video annotation program that allows students to annotate comments while simultaneously watching a film clip).  They will feel comfortable to use it on their own.

Procedure: 
1.    Intro (10 minutes):
At this point, the students would be redirected to turn to the scene in which Alice enters the realm into Wonderland.  Students will be divided into small groups and asked to recall the important elements of literature used in this scene.  After, the class will come back and discuss what they found/came up with.
2.    Watch Film clip (15 minutes):
If the classroom does not allow enough time to see the entire movie, watching just the clip where Alice enters through the door into Wonderland should be just fine (here is a link to the clip: http://www.youtube.com/watch?v=MBTWE26AeEw). In this lesson plan, we are watching just this clip. Similar to the task after completing the novel, after watching the clip (10 minute clip) we would, as a class, generate and critique specific things that we noticed in the clip, such as detail, music, character voice and pitch, camera angles, tone, dialogue, and drawing technique (since it is a cartoon).
3.    Computer lab and VideoAnt (50 minutes): 
The class will move quickly to the computer lab and each student will sign-on to a computer. They have already had a tutorial and learned how to use VideoAnt, so no instruction is needed.  This time will be devoted entirely to the students creating their own VideoAnt in order to discuss the literary elements of film in the clip.  The clip is ten minutes long, so the students will have a whole fifty minutes to work on this.  They will be instructed they need at least ten annotations throughout the ten-minute clip.  They should be reminded to use their notes to generate annotations.  They should also be reminded to stay on task, because they only have this class time to work on the VideoAnt portion of this project (no more computer time in class after this).
4.    Closure (5 minutes):
As a wrap-up, they students will sign off their computers.  This is a time they can pose any questions or comments to the class as a whole.  For homework, they have to go home, look at their notes, and start comparing the similarities and differences between the two scenes (from the book and movie) and come prepared to talk about them in class tomorrow.  They will also be introduced to the next assignment of the lesson which will begin tomorrow, which is to create a similar annotation storyboard for the book (as they did for VideoAnt), but this time on paper.

Rock My World: Incorporating Popular Music in the Classroom

There are many genres of music I like and artists and bands that I enjoy listening to and support; however, whenever this question is posed to me, my first and instinctual response is: Dave Matthews Band.  I am a HUGE fan of Dave Matthews Band.  I love the organic feel of their music and enjoy the underlying political messages – probably because I agree with them.  I have been a fan of Dave since middle school, even before I was old enough to really appreciate the music for all of its aspects; yet, it is something I have grown into and still love!  My fondest memories are of going to outdoor Dave shows at Alpine Valley in Wisconsin - eating and drinking with my friends before the show as the hot summer sun sets behind us, and then going in to see an amazing show by DMB under the stars. 
   
    I chose to share the video “Don’t Drink the Water” by Dave Matthews Band and incorporate it into a lesson because I actually began thinking about this a couple of weeks ago while tutoring in AVID at Plymouth Middle School right before Thanksgiving break.  The students were talking about Thanksgiving, pilgrims, Native-Americans, and of course, Christopher Columbus.   Even though I am sure they are being taught (at least hopefully they are!) the truth of how Native-Americans were treating when colonists came to North America.  The song is an homage to how the colonists poorly treated the Native Americans and I think could fit perfectly when paired with a multi-cultural text with a Native-American protagonist (such as True Diary of a Part-Time Indian).  I think it is fantastic when English classes are paired with Social Studies classes, so this could create a fun and new approach to feeling the pain of the Native Americans through lyrics and music.  If you listen to Dave Matthews sing, his voice is full of emotion and anger as well as addressed in the lyrics.

Digital News Journalism: Through the Eyes of Another

After hearing Jim Hatten and Chris Baker guest speak in class on November 18th, I was reminded of my own love of being in Journalism and on the newspaper in class.  It made me begin thinking of how much I would love to one day teach Journalism classes, and possibly, digital news (which they did not have when I was in high school).  After a little insipiration and really enjoying their talks, here is a lesson plan I wrote for a 10th - 12th grade Journalism classroom.  It incorporates the use of VoiceThread as a different way to "interview" a person and to learn to use the sources's information (and not your own) when writing a newspaper story.



Lesson Plan:

Subject Area: Journalism Class

Grade Level: 10th – 12th grade

Unit Title: Through the Eyes of Another

Time: Two Class periods totally 100 minutes (each class 50 minutes)

Essential Question: What elements of writing must be included (and therefore also excluded) in order to write a news story without bias?

Objectives:
•    Students will be able to describe pictures/images in a clear and concise way; describing emotions as well as actions portrayed.
•    Students will be able to use VoiceThread effectively and efficiently.
•    Students will be able to write a new story without personal bias or opinion.
•    Students will be able to use information from a source as the base for their news article.

Materials/Resources Needed:
•    Notebook and pencil
•    Scheduled time in computer lab and access to VoiceThread

Previous Knowledge:  By this point, students will already have gone over the important elements and aspects that go in to writing a news article. The class will have already gone over how to write an article that is appropriate for a newspaper: such as length, word choice, and how to not include a biased opinion or personal opinions.  Students will also have received a tutorial on how to use VoiceThread and should know how to upload pictures to the computer and the VoiceThread program.  As homework prior to these two days, students will have been instructed to find five pictures that are important to them.  They can represent who they are or important memories/events in their lives.  They will be instructed to either email these photos to themselves (so they can open them during work time in the computer lab) or download them on a zip drive that they will bring to class.  As for differentiation, if a student does not have the resources to do either of these things, they can bring their photos to class prior to workday and the teacher can scan them in and upload them for the student.






Day 1

Procedure:
1.    Intro (10 minutes):
The students will meet in the classroom and, as a class, generate a list of things that are essential to incorporate (or exclude) when writing a story using a source.  The teacher will write all of the ideas on the board and the students will record them as notes in their notebook.  The teacher will direct the discussion towards on tips on how to not include personal bias or opinion when writing a news article/story.
2.    Computer lab and VoiceThread (35 minutes)
Students will move to the computer lab and have remainder of the class hour to work in there.  The students will upload their photos (however they chose to do this) to the VoiceThread program and record about three to five minutes of a description of what is happening in the photo, who is in it, and the emotions happening when the photo was taken.
3.    Closure: (5 minutes)
The teacher will tell the students to wrap up their recordings.  Then, the teacher will pair the students up into groups of two students each.  The teacher will inform the students that tomorrow, each pair will listen to their partners VoiceThread and then write a news story about their partner. 

Day 2:

1.    Intro (10 minutes):
The teacher will immediately move the students to the computer lab.  Here, the teacher will provide each student with the link to their partner's VoiceThread (it is not essential that partners sit next to each other).  The teacher quickly go over the brainstorming elements the students generated and took notes on the day before so that the ideas are fresh in their minds.  The teacher will remind the students that they should write down direct quotes they hear that they would like to include in their article.
2.    Listen to VoiceThread (20 minutes):
The students will listen to their partners VoiceThreads and take notes while they listen, paying particular attention to write down notes that include their sources ideas, feelings, opinions, and emotions and not theirs.
3.    Article Writing (15 minute):
The students, using their notes, will begin to write a news article about their partner.  They can write about the events in the images or write a story about who their source/partner is.  They can write the story however they choose, but their personal opinion and bias cannot show through or be included.  They must use only the information they received from their partner.
4.    Closing (5 minutes):
The teacher will stop the students from writing about five minutes towards the end of class.  Here, the teacher will remind the students of important things they should include in their article and words/ideas they should leave out that could lead to personal bias/opinion.  The teacher will allow for one or two students to share a sentence or two from their articles as an example for the rest of the class.  The teacher will assign the students homework to finish their rough draft tonight so that they can edit it and complete it in class tomorrow.

Studying and Creating Documentaries: What is truth and it is possible to document it?

As a self-attempted “health nut” (who, I’ll admit, secretly binge eats Twinkies from time to time), I really enjoy food documentaries.  In general, I am a big fan of documentaries; however, as a communications major in undergrad, who took a whole class aimed at the topic of reality television (including documentaries), I understand, as well as appreciate, the fact that no documentary is telling the whole and entire truth.  Bias is always something that creeps its way into reality television.  Further, we must discuss the topic and idea of “what is reality”?  Is it possible to document reality when the presence of cameras are in the way and people know they are being filmed?  Even if there were hidden cameras, I strongly believe that filmmakers are still manipulating situations in a somewhat unrealistic way.  I originally started this assignment with the idea of discussing Super Size Me, which I just re-watched via the wonder that is Netflix.  However, I saw Waiting for Superman this weekend at the Uptown theater with a friend (who is not in the education field) and I am changing my mind.

Waiting for Superman is a very directly vocal film arguing the dire state of the public school system, specifically students who are underserved due to race and socio-economic status.  I am struggling to decide on who the intended audience really is.  I feel that much of the message is directed towards the white, middle to upper class audience and impede a sense of guilt in them at the terrible state of the public school system in which we subject children (specifically poor children of diversity) to every day.  The film gets this point across by employing heart-breaking scenes in which African-American and Hispanic students beg, “I just want to go to school”.  Bias, in this film, comes in the form of showing the hero status that lies within charter schools.  Every mention of a charter school shows the positive aspects of them and how they are saving our poor, disadvantaged children in poor, disadvantaged neighborhoods.  As a viewer, as well as a future educator, I admit that I am not biased in my feelings, opinions, and emotions that I brought to watch the movie.  I am personally adamant and passionate about teaching in an urban, inner-city setting where the achievement gap is practically palpable.  I admit that I am not experienced enough in the realm or professional career of education to have a solid stance on whether charter schools or better (or in that sense, worse) than public schools.  Yet, I was touched, none-the-less, by the inability for many children in America to receive excellent education and motivated to be a person, in the very near future, instigating change.

    For a teaching activity, I think it would be very interesting to show students some documentaries (such as Super Size Me or Waiting for Superman) and have them notice the techniques and strategies used in documentaries that are advertising the “truth”, but are obviously very strongly arguing one side of a debate.  From there, I would have them choose a topic that is important in their lives.  This could be as simple as “What is better: Peanut butter and jelly sandwiches or tuna?”.  The goal would just be to come up with a debate that they can choose to “find the truth”.  I feel, for students, it may be easier to have them pick a debate which is somewhat black and white, and where there can be clear sides to portray in a documentary.  From there, if the school I am in has the equipment, I would have them make a five-minute documentary.  The requirements could be one minute of self-interview or voice-overs, two minutes of interviewing other people, and then two minutes documenting “reality” and the life in which their debate takes place (so, in the peanut butter and jelly scenario, they could have two minutes of footage in the cafeteria).  If the school does not have the equipment to film this, students could draw a storyboard of how they would develop and create their documentary. The activity could be graded on employing the techniques viewed in the other documentaries, such as bias and ways to convince the audience of which side of the debate is wrong and right. 

Genre Analysis

Here's a prezi that I made of a criticism of The Cosby Show as an authentic representation of African-American families in media, specifically sitcoms.  It is really interesting to see the stereotypes that we, as a society, are taught by the media.  Especially interesting, in the case of sitcoms such as The Cosby Show, the stereoytpe of what African-American families were "supposed" to look like was attempted to be reconstructed. However, this new image of African-American families in many ways reinforced further racial stereotypes and illusions.

Dear Rick Beach,

Hello all! (aka, Richard Beach... because I think my readers may have dwindled as our work load has greatly increased towards the end of the semester).

I have been TERRIBLE at keeping up on my blog! I would like to start again with the personal blog posts, though.  This is a very fun way to express my feelings and stresses and have people read them.. or not... either way, I think it's fun.

So, to Rick: While I haven't been posting them on the blog I PROMISE I've been keeping up with the work in class and doing the assignments... I feel like some of my students with excuses, but I promise, it was more of a procrastination and avoidance issue.  I did the assignment on the Cosby show and presented it in class, but for some reason didn't take the four seconds to post it on my blog.  From there, I formed a bad habit. I'm sorry!  Anyway, all of these assignments were really fun to do, as well as attending your class... I'm so glad I took it with you before you retired! I'm sure you've heard this a million times, but I have used many of the tools and skills learned in your class in other projects this semester for other classes, including but not limited to: podcasts, websites (and trying new sources besides just google which I was comfortable with), blogging, VoiceThread, and VideoANT.  Without this class I would have been too afraid to try to learn new types of technology (I'm not the most savvy when it comes to computers and technology), but because of you I have a new found respect for using technology in the classroom and even made my Intersession unit based around media.  So, as you retire, here is one more student saying THANK YOU!! You really made a difference in my education, and the education of my future students :)

So, without further ado, here is my work I've done towards the end of the semester, couldn't have done it without you!

Halloween... how old is too old?

It's the time of year again when candy is discounted and girls are searching to the skimpiest costume of their favorite animal. Ill be honest, I've been there, too. Last year I was a peacock.

However, I feel that as the years pass, my enthusiasm for finding (aka buying) an elaborate costume is dwindling.  I'd rather spend $50 on groceries... or drinks at the bar.  Therefore, I am using this week's blog post as an open forum/discussion... I would like feedback as to what I should dress up for for Halloween this year! Please, nothing too elaborate as I do not want to spend a lot money or time to make it... but I want it to be creative!

 Thanks and I'm looking forward to seeing suggestions!

Facebook... Friend or Foe??

Aaah Facebook... where would we be without you?? You are the reason we stay in touch with long lost friends, exchange numbers with people of the opposite sex that we were too afraid to ask in person, are able follow (aka stalk) ex-boyfriends after the relationship dies.  And how could we ever plan a party or event without the ability to attend, maybe-attend, or decline??

 I remember when Facebook first became popular (at least for me).  It was 2004 and I was a freshman at the University of Minnesota.  A friend told me I should join something called "facebook" so that I could network with people in my classes.  It took me two months to realize what she was talking about... at the time the internet address was THEfacebook.com  and I was just typing in facebook (without the "the"). Oh how my social life began once I figured out my little snafoo!

Facebook, originally, was extremely different.  I emailed a photograph of myself (that I took on my cell phone) and upoloaded my ONE picture I was allowed.  There were no networks, there was no privacy. If you were friends with someone or they went to your University, they could see your information (which didn't say much).

In the years that followed, I have experience both good and bad things from Facebook.  Sophmore year of college my mom found my profile (which was STUPIDLY still public) and found out that I was drinking... a lot... and underage, while living in the dorms.  That was embarassing, to say the least.  THEN there was the time that a boy I met at work (who I had already said I would not go out with him) who found my number on listed on my profile and proceeded to harrass me for three months with threatening voicemails 60 times a day.  I had to change my number. Oh, and call the cops.  Most recently, I found out a guy I was dating was cheating on me when another girl posted something on his wall... After telling me he had a stomach ache, I saw the next day a girl, with the annoying name of "Kelly", wrote: "Thanks for dinner, Dan... what a nice change of pace :) "

You think that all of this would be enough to make me cancel my account. But what can I say... I have a love affair with Facebook!  There is something fun about seeing other people's "personal" business and seeing who got fat since high school (from the ability to view thosands of photo's.  Voyeurism, as much as we don't want to admit it, is FUN!  There is something that builds community and commradery when everyone is a part of a group.  Little notes on your birthday make you feel special.  Facebook is an integrated part of our society, as much as texting I would argue.

As I've grown older, I've realized the severe consequences that can be related to Facebook. I've had friends get fired when they call in sick to work and then post status updates about going to a Twins game... Things like this have made me realize the severity of posting personal things in a public forum.... You never know who will see it!  Especially now, in my journey to becoming a teacher, I've realized the extreme importance of seperating my personal life from my professional one as a mentor and teacher.  However, there can be useful tools to using Facebook in the classroom.  It is free, and therefore opens the ability, to create class pages and groups (seperate from personal accounts) where students can join forums and discussions and access class information.

While I make these rational declarations... of both the good and bad, desirable and disgusting aspects of Facebook, I can tell you right now... I'm going to check my Facebook before I go to bed.

Video Annotation on VidAnt

This activity was originally posted to Ning on time on Sept. 23rd, I just simply forgot to also post it to my blog! Here is the link to the Felicity annotations.  I had trouble where, for some reason, only my first two annotations saved and would play back.  Therefore, I wrote, in detail on Ning, the other observations I made of this clip!

Here were my MULTIPLE posts adding my annotations and observations of this clip that would not save!:
1) In addition to my annotations, I will expand on my critique of "Felicity". I think that the basic editing and consistent shots between Felicity and Ben really create the mood of intimacy that the filmmaker was trying to convey being felt between the two characters. The music adds to the anticipation of the impending kiss and the viewers are really involved (as in all four seasons) in the relationship between Felicity and Ben.

2)I do no know why the last three annotations are not showing up, so I will just write them in here. At the point of Ben and Felicity's kiss, this was my comment: At this point we are made aware what the "event" we're anticipating is: the kiss! The scene pans out again and both characters are in one shot together. When Ben lurches forward to kiss Felicity the camera moves to the right with his body. THe viewer is meant to feel the excitement and feeling along with Felicity.

At the end of the video, with around 30 seconds less, the shot shows Felicity and Ben in the same shot again and shows Felicity standing up and leaving. It is as if the film maker made sure that we saw her reaction to the kiss and the physicial distance (signaling emotional distance) she puts between her and Ben.

Finally, I commented the dim, intimate lighting and neutral color of the set and the characters' clothing. There are no flashy, distracting colors that avert our attention away from the sexual tension between the characters and the importance of their dialogue. The scene is really led by the dialogue and feeling between the two characters and not flashy camera work. It is simple to emphasize the importance of their conversation and create an intimate setting.

Voicethread! Hooray!

Here is the link to my voicethread! It is discussing how men are most often the target audience for alcohol advertisements and how the inclusion of women is only used as a tool to objectify women as sexual objects (luring men) and therefore attracting them to the alcohol. Further, these advertisements construct and reinforce "appropriate" and "traditional" gender roles that are reinforced in society.  They define what masculinity is, or should be, and what it takes and means to be a "real" man in society.

Media Representation Activity: Britney Spears Before, During, and After!

Who's the real Britney Spears?? Which one is sending more of a message?

I am interested in students’ ideas and opinions concerning pop culture and music videos.  There are so many different mediums that are representing in music: the artist is conveying one message through their personal image and appearance, their song lyrics are giving another message to listeners, and then a music video is often times a completely different message than that which is conveyed in the lyrics.  I think it would be interesting to make students take a sheet of paper and instruct them to draw two vertical lines on the sheet (so that there are three columns).  To begin, I would tell them very briefly about a music video that I am going to show them (only giving them the name of the artist/band and the name of the song).  It might even be interesting to give them a sheet with the lyrics printed out so they can see it just as text. Then, based on just that information, I want the students to make assumptions about what they think the video will show/be about. If some of them have already seen the video, I will instruct them to recall what they can about it from memory. These assumptions will be made in the far left-hand column.  Then, I will show them the music video, telling them to note and write down any themes they see or think are significant and anything that strikes them as important. These observations will go in the middle column.  Finally, we will have a discussion about everyone’s beginning assumptions in comparison to what they noticed while watching the music video.  After we have an opportunity to discuss as a group the mixed messages being sent (and what they mean in terms of discourse), I will have the students watch the video one more time.  These observations will go in the far right corner and will hopefully help them think about the video more critically and what the images, lyrics, and artist they are seeing are trying to convey or sell to them.  As an example, Britney Spears’ “Hit Me Baby One More Time” would be an excellent example of an artist, song, and music video that are all sending different messages.

Here is the link to "Hit me Baby One More Time"

To Brooklyn or Not???

Lately I have been thinking a lot about whether I should move after graduation.  While I have only been to New York once... I have a strange obsession that draws me to it.  Sometimes I feel like a change would be fantastic, and other times I am worried about leaving behind people and places here in Minneapolis.  It's strange that I can go back and forth on stomething that I am at times so adamant about... but maybe that's what happens before all big decisions??

Other than NYC dreams, the past week has been insanely busy (I feel like I cannot catch up on anything!!).  Between work, school, homework and practicum I am ALWAYS exhausted!! And on top of it all, I got sick last week! It's strange how when you're young, (in a strange way) you like getting sick... it's a legitimate excuse not to go to school and you get to stay home and watch daytime T.V.  As an adult tho, I cannot think of anything worse! There is no good time to get sick and miss a day or two of work/school.

And speaking of ANNOYING... I got a summons for jury duty!! I cannot believe it.  Technically, I should clarify, I didn't just get jury duty, I got it a month ago... but I just now called to post-pone it.  I explained my situation with being in school full-time and they were really nice about it actually... however, I have now agreed to tentatively be available in December/January of 2011. And as strange as that sounds, I might actually have plans.  My family was discussing a trip to Hawaii (however, I do not think after a year of postponement the courts would care).  Maybe that's a sign I should move... it would get me out of jury duty.

It's hard to believe it's only Wednesay... the weeks go by so fast yet are soooo long at the same time! I have never had so much reading to do in my life.  I hang on to the glimmer of the weekend to get me through the weeks.  Last weekend was fun, my cohort went to one of my professor's houses for a party and then went to the VFW afterwards.  On Saturday, I went to the Zombie Pub Crawl... it was definitely an experience!! Some people were really in to it... and it's embarrassing to admit, but I was a little scared at some points! I don't like zombies... and my noise still has fake blood stained on it.

Well, there's my week's recap of my uber exciting and majorly busy life! Hang on till next time... maybe something exciting will happen!

I Love Lucy lesson activity!

I chose to look focus my lesson and clips through a feminist approach and the critical discourse analysis of class.  Additionally, the students will use reader response to organize their thoughts and opinions and apply it to the in-class exercise.

I chose the I Love Lucy episode “Job Switching” (links at the bottom of the page for the episode on YouTube), in which Lucy and Ethel switch “jobs” with Ricky and Fred.  In the episode, Ricky complains that Lucy overdrew her account again and does not understand the hard work in supporting a household.  Lucy argues back that Ricky does not understand that her role as a housewife is also a job and hard work, and that she is just not paid for it.  The men and women make a bet that they will switch jobs, and that the women will go out in the work field and the men will stay home and take care of the house.  This famous episode ends with Lucy and Ethel working in a chocolate factory, and eating loads of chocolate in order to keep their work area clean.

I will make the students watch the episode, and then give them a brief background in to the history of the show and the time in which it was originally created and aired.  Even though this show is overtly depicting traditional gender roles, the class will most likely be quite surprised to learn that Lucy was a feminist in her time.  She was the first woman to have the starring role in a sitcom.  Additionally, Ricky was one of the first immigrant actors to also have a starring role.  This would most likely surprise the students after viewing the episode.

While the show was innovative for its time in many ways, it is obviously still reinforcing the traditional gender roles that society was expecting.  Lucy and Ethel are housewives, who when they try and get a job in the mainstream work force, are either not qualified for many positions or (as the episode shows) fail at the positions they are given.  Similarly, Ricky and Fred are shown as incapable of doing “women’s” work.  The show is warning us, that if we do not follow our specific gender roles (men supporting the household while women keep the house clean), then severe chaos and destruction will ensue.  The comedy of this show reinforces the absurdity of thinking women are capable of doing men's jobs and men are not fit to do women's' jobs.

Additionally, this show reinforces class and socioeconomic status as significant factors in classifying our roles in society.  This show assumes that every family can afford to live in New York City with the man working and the woman staying home (which is most clearly not accurate).  Furthermore, this specific episode shows that when you do not have the talent or education to do high-status and high paying jobs, you end up working in a factory (there are no other options for “unqualified” individuals).

For my class, I will give them a work sheet that has three columns.  The column on the left will have “observation”, in which they write an observation that they notice as either gender determined and motivated or class determined or motivated.  In the middle column will be “evidence”, they will write what evidence the characters, setting, props, dialogue, etc reinforce their observation and make it clear to the audience.  Finally, in the right column, they will write their reaction to this and how it makes them feel to see these roles played out in a sitcom.  Do they agree with this observation/role, or does it make them mad and why.

This activity could be taken further by then showing them a clip of a modern day sitcom, such as “Modern Family” or “Two-and-a-half Men”.  I would have them fill out the same worksheet and pay attention to the same aspects.  They could compare the two sitcoms (one from the past and one from the present) and discuss the similarities and differences.  Has our society evolved to a more equal place for gender and class division?  Has it stayed the same? Or has it become worse in their opinion.  I think this could make them think critically as to how TV has evolved in relation to these different and important approaches and where and how they think TV will continue to evolve.

"Job Switching" Part 1/3
"Job Switching" Part 2/3
"Job Switching" Part 3/3

In-class Activity: Cohort Video Montage!

Here is my iMovie project of our cohort that we did in class... enjoy!

Film Analysis Activity

As a student in the English cohort, I tried to think of this assignment in terms of how I could teach video analysis while also incorporating literature. 

For this specific assignment, I am incorporating the book Through the Looking Glass by Lewis Carroll, in comparison to the Disney cartoon version of Alice in Wonderland from 1951.  For this specific assignment, I am having them closely examine just one scene, instead of the whole novel versus the whole film, because I feel that would be too much information to absorb.  This is a good introduction to film analysis when they have a specific scene to focus on in detail.

I would first have the students read the novel.  After that, we would go back and closely examine the scene in which Alice enters the realm into Wonderland.  I would the students pay attention to imagery, detail, dialogue, voice, and tone in the text.  From there, we would watch the movie (I’ve included a clip of this scene from the film).   Similar to after completing the novel, after watching the whole movie we would go back and back specific attention the scene in which Alice enters Wonderland and pay attention to and critique things such as detail, music, character voice and pitch, camera angles, tone, dialogue, and drawing technique (since it is a cartoon). 

After re-watching this scene, I would have them make a venn diagram of the similarities and differences between the novel and film (using the notes they took from the elements of the book and the movie).  From here, we would have a discussion for the reasons behind changing the story in the book for the film adaptation.  This would help them tone their analysis skills of film and force them to think of the important structures and tools used in film creation and the purpose behind those choices. 

Car worries... keeping me up at night.

This week's post is devoted entirely to my terrible car.  I could have written about being dumped in a text last week, the jerk who did it, post a picture of him and his number, and spend five paragraphs trashing his all-around terrible personality... but I decided to take the higher road.... and talk to people about it in person where I can be more vocal.

Anyway, back to my car.  The car (which is a white Pontiac Grand Prix) has been in my possession since before I got my license at the age of 16.  Therefore, it's clearly seen better days.  And yes... if you're wondering if it has a name, it mostly certainly does: The Stallion.  While it usually gets me from point A to point B... there have been some snafoo's (yes, I just said "snafoo") in between.

Let me take you back...

One hot, humid morning this past August, I got in my car thinking life was great (that was my first mistake... the minute you think that, it all goes to pot).  I turned on the car like normal and started heading down the street.  As I approached a stop-sign, I pushed on the brake pedal (because I hear stopping at those is important).  I noticed the brake pedal seemed a bit "sticky" and that I did not really make a complete stop (despite my attempt to do so).  Yet, I trucked on... I had important places to be and things to do (aka: going to my parents' house to go "grocery shopping" in their fridge).  Halfway down the road, as I approached a stopped car ahead of me, I again braked... yet this time, I did not stop.  Thankfully I coasted to a very slow stop and did not hit anyone or anything, but needless to say... I pooped my pants.

From there the problems have only gotten worse.  Since having the brake in my car fixed, I have begun receiving calls about leaving dark "oily" spots on people's driveways where my car has been parked.  One morning, on the way to my job at Plymouth Middle School, I looked over to the passenger side and noticed standing water on the ground.... a mini lake inside my car.  I still don't know where it came from.

Most would think that this would deter me from driving... and you're right.  While I use the car because I have no other mode of transportation, I am contemplating a move to New York City mostly because I would not have to drive or own a vehicle there.

Until next time (if I make it safely to class in The Stallion today)...

Vlog EXCITEMENT! (and by excitment... I may mean boredom)

Felicity: The Greatest Show of All Time.

Here is my annotated video clip of "Felicity" (first season) and Ben and Felicity's first kiss... doesn't get any better!

Hope you enjoy my annotations and can laern to appreciate the greatness and artistic quality that is Felicity!

My week in a blog-sized nutshell...

Hello again all! And by all, I mean my ONE follower. Note, I say that in the singular form because I have only one follower (THANKS DAN! You are the opposite of a "dummy" question, in my book at least).  I am working on the followers, however, and have started asking friends from class and semi-random acquaintances if they'd like to read my blog... more often times than not, the answer is no.

Well, it's been a busy week.  Last Wednesday (after my first post) I went to the Dave Matthews Band show at Excel Center in St. Paul... it was awesome. Dave is awesome. The whole night was... well awesome.  It was the best setlist I have seen/heard in 10 years of Dave shows. (Note to you, the reader, if you do not like my references to Dave... please stop reading hence forth).

School has been busy (and by busy, I clearly mean -pardon the French- kicking my ass).  I have never read so much in my life!! I've started practicum at Crosswinds and also tutoring for Avid at Plymouth Middle School! It's so exciting interacting with real-live specimens (er... I mean students), and learning how to best teach and educate them! The hands on experience is definitely something I cannot learn in methods course.  Now... I just have to figure out how to get some of the stubborn students to actually like me.

On a personal note (is it "kosher" to include that on here?): I am somewhere in the limbo of dating someone and single... I thought a break-up conversation was coming as of yesterday, but I received an interesting text last night.  Nothing like figuring out relationship status via a text! Oh, the technology age in which we live!  After I figure out this I will be sure to blog about it so the world (aka Dan) can hear about it (not that he doesn't in class! Ha).  I probably will never get over the stage of wanting to talk about my personal life to people who really don't care... so why not put it on a blog as well?!  I'd almost be content at this point to live the rest of my life out with my dog Niki (please reference last blog post).  I am posting a picture of Niki in this posting so you can understand the adorableness that he encompasses.

On a completely separate note: I am currently at my parents (which is down the road from my job at Plymouth Middle School) and eating lunch courtesy of them.  The left for Africa today to venture on a Safari... looks like free lunches for me until they get back!

Well, until next time, Au Revoir!

The love of my life... lounging like he does best.

I've lost my mind... I'm talking to myself

Hello All!

I say that as I stare at the side of my blog... the "all" really just refers to me, as I have absolutely no followers.  I'm literally talking to myself right now.  I'm contemplating "following" myself, so that I can see that I have a follower, but I'm worried that will have the opposite effect and just make me feel worse. 

So, this is not only my first attempt at making a blog, but really at following blogs at all!  My only interaction with a blog is the movie "Julie and Julia"... (sidebar, I love Meryl Streep).  I wish I knew how to make this blog look truly unique; however, I honestly don't have the patience or intelligence to design this thing.

I enjoy writing (big surprise for a future English teacher!), so I'm looking forward to updating this!  Even if it's only my Mom and I that read it (and I'm forcing her to), I think this will be fun! Maybe I'll read it out loud to my Standard Poodle, Niki (the coolest "person" I know), and make that number of followers increase to 2.5 people (yes, as Niki is a dog he only counts as half of a follower).

So, until next time...