sources
Works Cited
Allen, Camille. The Multigenre Research Paper: Voice, Passion, and Discovery in Grades 4-6. Portsmouth: Heineman, 2001. Print.
Aronson, Marc. Beyond the Pale: New Essays for a New Era. "What is a YA Book Anyway?" Lanham: Scarecrow Press, 2003. (93-96). Print.
Appiah, Kwame Anthony. Cosmopolitanism: Ethics in a World of Strangers. New York: W. W. Norton & Co., 2007. Print.
Barth, Roland S. Learning by Heart. San Francisco: Jossey-Bass, 2004. Print.
"National Endowment for the Arts Announces a New Reading Study." National Edowmnet for the Arts. 9 Nov., 2007. Web.
http://www.nea.gov/news/news07/TRNR.html.
Romano, Tom. Blending Genre, Altering Styles: Writing Multigenre Papers. Portsmouth: Boynton/Cook, 2000. Print.
Allen, Camille. The Multigenre Research Paper: Voice, Passion, and Discovery in Grades 4-6. Portsmouth: Heineman, 2001. Print.
Aronson, Marc. Beyond the Pale: New Essays for a New Era. "What is a YA Book Anyway?" Lanham: Scarecrow Press, 2003. (93-96). Print.
Appiah, Kwame Anthony. Cosmopolitanism: Ethics in a World of Strangers. New York: W. W. Norton & Co., 2007. Print.
Barth, Roland S. Learning by Heart. San Francisco: Jossey-Bass, 2004. Print.
"National Endowment for the Arts Announces a New Reading Study." National Edowmnet for the Arts. 9 Nov., 2007. Web.
http://www.nea.gov/news/news07/TRNR.html.
Romano, Tom. Blending Genre, Altering Styles: Writing Multigenre Papers. Portsmouth: Boynton/Cook, 2000. Print.
Standards
Although working in an independent school we do not follow the Common Core, I do try to keep some of the Anchor Standards for Reading and Writing in mind. Below are a few that apply to my products of learning:
READING:
READING:
- CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text
- CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
- CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently WRITING:
- CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
- CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
- CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
- CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
I'd like to thank . . .
Thank you to my very helpful students for being so agreeable as I dragged them along with me on this journey. I'd particularly like to thank Christopher Peterson for giving me permission to use his MGRP and wish him well after graduation. Among my 9th graders, I'm grateful to Eilene Yang, Lindsey Molina, Edie Evans and Kenan Little for giving me access to their NGO website. Likewise, thanks to Matthew Mosca and MaryGates Pierce for allowing me to share their S'More about R.K. Narayan's short story, "The Trail of the Green Blazer," and Stephanie Jaffe and Felicity Walston for granting me permission to use their S'More as well, "Missing Mail." Finally, a big thank you to all of my professors for renewing my sense of purpose and enabling me to find joy in my teaching once again.