For my field clinicals this semester I was assigned to Maclay School, a private school in Tallahassee, Fl. At first I was very hesitant but as my first day drew near I became more confident about my assignment. I heard it was a rich school and was perplexed about why I had been assigned to that school. My professor had requested that her LIT 3333 students be placed at an ESOL school not a private college preparatory school. On Monday, my first day, I dressed very professionally in black slacks, a button down blouse and heels. Mr. Beamer, the Dean of Maclay Middle and High, had called me the previous Friday and told me I would be observing a seventh grade language arts class and I was very excited. When I arrived I checked in at the front desk and found Mr. Beamer. We exchanged formalities and then he led me to Mrs. Engelbrecht's class. She is a 15 year veteran teacher with a wonderful personality. Although I didn't ask her age she looks to be in her 50's. She had a bright smile and looked very relaxed ina denim shirt and jeans.
On that day she was adminstering a test and so at her desk, her and I talked quietly about the teaching profession and my goals in life while the students tested. She was very personable and warm but I could tell her students feared her. She advised that I maintain a distance from my students when I become a teacher because it is important for the respect to be there at all times. She said that when teachers become friends with their students there is little respect and the classroom management is out the window. After the test was done Mrs. Engel spent the last 10 minutes of class reviewing vocabulary. After her class was dismissed she confided that she never intended on becoming a teacher but now that she is one she can't imagine doing anything else. She told me that there are many perks to teaching in a private school but the downsides are many. The biggest downside is parent over-involvement. Since the parents pay a very high tuition at Maclay they are very pushy and can sometimes be a nuisance. But overall Mrs. Engel is a happy camper at Maclay.
On my second day of observations I was placed in Mrs. Braden's first grade class. This was an unexpected change for me but an intriguing one nonetheless. Mrs. Braden is originally from Texas but relocated to Tallahassee ten years ago. She is in her mid-50's, a pastor's wife and mother of two grown children. Her class is filled with owls (her favorite) and decorated very nicely. She, Like Mrs. Engel, raves about the resources at Maclay. She has been a teacher for 30 years and half of that time was spent in the public school system. She shared some horror stories with me about having to have class in a portable with no board and just a table and chairs and other sad things that occur in public school all over the country. Eventhough she's has some horrible experiences in the public school system she says they helped make her into the teacher she is today. Because she is used to not having lots of resources she learned all types of creative ways to teach lessons and engage her rambunctious 5 and 6 year olds.
On the third day I revisited Mrs. Engel and on that day she was teaching a lesson on diageramming. The students really loved the lesson and were eager to share their own diagrams. From these teachers I learned that if you love what you do your students will love it too. Engel and Braden were the perfect teachers to observe. Eventhough their teaching styles and grade levels were different they engaged their students with enriching and stimulating activities and displayed thorough knowledge of their content area. There were no dull and awkward moments and when students misbehaved, and there were a few, they executed discipline with expert skill. I hope that if I do decide to teach I will find my nitch like these two ladies found theirs
Thursday, December 4, 2008
Wednesday, October 22, 2008
“What’s in a name?” Lesson plan for Broken China
Dominique Ferguson
Adolescent Literature
7th grade Language Arts Class: 90 minute class block
“What’s in a name?” Lesson plan for Broken China
Focus Statement
This lesson plan will focus on names. It is important for students to become aware of the origin of names, their importance and how different cultures handle naming. The idea for this plan stems from the origin of China Cup’s name in the novel, Broken China, and an article I read, which the students will read also, titled Top Baby Name Trends of 2008.
During this lesson students will be asked to give the origins of their names (or if their name has no origin then give anecdote/reasoning behind it) which was assigned for homework the class prior. As a class we will discuss the similarities and differences in a race’s or a culture’s names and the reasons behind this fact. Moreover there will be community presenters who will speak to the class about the African Naming Ritual and the Naming Rituals for the Jewish culture. It is my hope that my students leave class with a richer understanding of the diversity of the world in which they live.
Theme and Thinking Skill
The theme for my lesson is cultural awareness. I would like for students to have a better understanding of the world and its diversities. Very few people give consideration to names and their importance in society until it is time to name their child or a new pet, choose a candidate for a job or choose a doctor or a lawyer. For example, it is pretty safe to say that a woman will feel more comfortable seeing a doctor named William Sanford than one named Seemore Butts. In more professional terms (of course) I will teach students to become more aware of these societal norms and prejudices that run so rampant in our society. We will also discuss the role history has played in names and their meanings.
Objectives
Students will be able to:
1. explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written;
2. generate ideas from multiple sources (e.g., prior knowledge, discussion with others, writer’s notebook, research materials, or other reliable sources) based upon teacher-directed topics and personal interests;
3. use effective listening strategies
Standards
LA.7.2.1.8, LA.7.3.1.1, LA.7.5.2.1
Procedures
1. The first 20 minutes of class will be set aside for students to read their homework assignment aloud. This is mandatory not optional except for ESOL students. ESOL students are allowed to dictate their assignment to the ESOL teacher and she will record it. I will listen to teh recording and give them their homewrok grade. For traditional students, if the assignment is not done then that student will receive a zero for the day. For homework, students were assigned to research/ask a parent or guardian about the origin of their name and write one to two sentences about it.
2. After each assignment is read we will spend 10 minutes discussing the novel, Broken China, and reviewing for the reading quiz at the end of class. The teacher will guide the discussion with questions such as How do you feel about the novels’ title? How does it tie in with the book? What were your feelings about the novel? Were the events relatable to you and realistic?
3. Next students will be introduced to the presenters. Each presenter will be given 20-25 minutes to discuss naming rituals and the importance of names in their culture. Presenters may show video clips, demonstrations or provide students with pamphlets to create a greater understanding of what they do.(Before presentation parents will be provided with a letter explaining the presentation and giving them the option of “opting-out” their student.
4. After the presentation 5 minutes will be given for questions and comments.
5. Once the question and answer session is done students will be given an essay quiz.
6. After the quiz students will take home the Baby Names article (found at http://lifestyle.msn.com/your-life/family-parenting/articleab.aspx?cp-documentid=11257635>1=32020) and will write brief summary (100 words) of the article for homework.
Assessment
The following question is to be answered using at least 50 words
If I could rename anyone in my family or any one of my friends it would be___________. His/Her new name would be_________________ because…
Sources, Materials and Accommodations
1. Broken China novel (class set)
2. Baby Names Article (one for each student)
I will ensure that fair and appropriate accommodations are made for ESE and ESOL students.
ESOL ACCOMODATIONS
These students will either dictate their essay quiz answers to the ESOL specialist or they may write the essay in their native language and I will have it translated and grade accordingly. If If ESOl student has a fairly good grasp of the English language he/she may write answer in 25 words.
ESE ACCOMODATIONS
If any of these students have problems paying attention or are disruptive in nature they will be exempted from the presentation and given a seperate assignment. The following is a high interest worksheet that will build reading comprehension skills, and excite struggling readers. The worksheet can be forund at the following website: http://www.akm.net.au/sail/download/Reading%20Comp%20-%2050%20Cent%20-%20advanced%20English.pdf
Along with this worksheet students will have to write a 25 word summary on the reason Curtis Jackson chose the name 50 Cent.
Adolescent Literature
7th grade Language Arts Class: 90 minute class block
“What’s in a name?” Lesson plan for Broken China
Focus Statement
This lesson plan will focus on names. It is important for students to become aware of the origin of names, their importance and how different cultures handle naming. The idea for this plan stems from the origin of China Cup’s name in the novel, Broken China, and an article I read, which the students will read also, titled Top Baby Name Trends of 2008.
During this lesson students will be asked to give the origins of their names (or if their name has no origin then give anecdote/reasoning behind it) which was assigned for homework the class prior. As a class we will discuss the similarities and differences in a race’s or a culture’s names and the reasons behind this fact. Moreover there will be community presenters who will speak to the class about the African Naming Ritual and the Naming Rituals for the Jewish culture. It is my hope that my students leave class with a richer understanding of the diversity of the world in which they live.
Theme and Thinking Skill
The theme for my lesson is cultural awareness. I would like for students to have a better understanding of the world and its diversities. Very few people give consideration to names and their importance in society until it is time to name their child or a new pet, choose a candidate for a job or choose a doctor or a lawyer. For example, it is pretty safe to say that a woman will feel more comfortable seeing a doctor named William Sanford than one named Seemore Butts. In more professional terms (of course) I will teach students to become more aware of these societal norms and prejudices that run so rampant in our society. We will also discuss the role history has played in names and their meanings.
Objectives
Students will be able to:
1. explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written;
2. generate ideas from multiple sources (e.g., prior knowledge, discussion with others, writer’s notebook, research materials, or other reliable sources) based upon teacher-directed topics and personal interests;
3. use effective listening strategies
Standards
LA.7.2.1.8, LA.7.3.1.1, LA.7.5.2.1
Procedures
1. The first 20 minutes of class will be set aside for students to read their homework assignment aloud. This is mandatory not optional except for ESOL students. ESOL students are allowed to dictate their assignment to the ESOL teacher and she will record it. I will listen to teh recording and give them their homewrok grade. For traditional students, if the assignment is not done then that student will receive a zero for the day. For homework, students were assigned to research/ask a parent or guardian about the origin of their name and write one to two sentences about it.
2. After each assignment is read we will spend 10 minutes discussing the novel, Broken China, and reviewing for the reading quiz at the end of class. The teacher will guide the discussion with questions such as How do you feel about the novels’ title? How does it tie in with the book? What were your feelings about the novel? Were the events relatable to you and realistic?
3. Next students will be introduced to the presenters. Each presenter will be given 20-25 minutes to discuss naming rituals and the importance of names in their culture. Presenters may show video clips, demonstrations or provide students with pamphlets to create a greater understanding of what they do.(Before presentation parents will be provided with a letter explaining the presentation and giving them the option of “opting-out” their student.
4. After the presentation 5 minutes will be given for questions and comments.
5. Once the question and answer session is done students will be given an essay quiz.
6. After the quiz students will take home the Baby Names article (found at http://lifestyle.msn.com/your-life/family-parenting/articleab.aspx?cp-documentid=11257635>1=32020) and will write brief summary (100 words) of the article for homework.
Assessment
The following question is to be answered using at least 50 words
If I could rename anyone in my family or any one of my friends it would be___________. His/Her new name would be_________________ because…
Sources, Materials and Accommodations
1. Broken China novel (class set)
2. Baby Names Article (one for each student)
I will ensure that fair and appropriate accommodations are made for ESE and ESOL students.
ESOL ACCOMODATIONS
These students will either dictate their essay quiz answers to the ESOL specialist or they may write the essay in their native language and I will have it translated and grade accordingly. If If ESOl student has a fairly good grasp of the English language he/she may write answer in 25 words.
ESE ACCOMODATIONS
If any of these students have problems paying attention or are disruptive in nature they will be exempted from the presentation and given a seperate assignment. The following is a high interest worksheet that will build reading comprehension skills, and excite struggling readers. The worksheet can be forund at the following website: http://www.akm.net.au/sail/download/Reading%20Comp%20-%2050%20Cent%20-%20advanced%20English.pdf
Along with this worksheet students will have to write a 25 word summary on the reason Curtis Jackson chose the name 50 Cent.
Overheard Conversation: Enough is Enough
I heard this conversation between two male classmates a week ago during my English Literature class. However, I've changed it some so that it rhymes.
Enough is Enough
Man I don't know what's on the midterm, do you?
Hell if I know I think Chapters 1 and 2.
Oh naw! I ain't even study,
I think I'm gone hafta cheat.
You with me Buddy?
Nigga please I ain't tryna get beat
In my head by my mama if I get caught,
Besides what happened to the notes that you bought?
And the book and the workbook and all that other stuff
But...
Forget it my nig your luck is rough
Cause I ain't cheating today
Now is enough is enough.
Enough is Enough
Man I don't know what's on the midterm, do you?
Hell if I know I think Chapters 1 and 2.
Oh naw! I ain't even study,
I think I'm gone hafta cheat.
You with me Buddy?
Nigga please I ain't tryna get beat
In my head by my mama if I get caught,
Besides what happened to the notes that you bought?
And the book and the workbook and all that other stuff
But...
Forget it my nig your luck is rough
Cause I ain't cheating today
Now is enough is enough.
Monday, October 20, 2008
November Blue Lesson Plan
Lesson Plan for "November Blue"
Dominique Ferguson
Adolescent Literature
7th grade Language Arts: Two 90 minute block periods
Focus Statement
This lesson plan focuses on improving student’s research and organizational skills by having them reserach information that pertains to the novel November Blue. In a creative and practical way students will demonstrate mastery of the novel’s themes and concepts by creating a pamphlet on a teen issue. In groups students will be assigned one of the following issues:bullying, depression, peer pressure, self-esteem, and teen pregnancy.(LA.7.6.1.3)
This activity will be instructor-led and students will be placed into groups of four or five. The topics will be chosen by the instructor for each group and students will be given specific guidelines to follow for the creation of the pamphlets. Though this lesson may be a bit restrictive in nature (because groups and topics are chosen by teacher) students will learn the importance of following directions, generating ideas from multiple sources and writing in an informational format. The materials necessary for this activity are construction paper, scholarly journals (about adolescent psychology), markers, computer access (trips will be made to computer lab), and teen magazines.
Theme and Thinking Skill
The theme for this lesson plan is awareness and team work. Since this plan is designed for a 7th grade language arts class I want my students to become aware of the adversities teens face form the pre-teen stage all the way to older adolescence. Most students are unaware that what they are facing is an issue until they are suddenly hit with it; much like November in November Blue. I believe if students are allowed to research and view the data and articles on issues such as teen pregnancy, peer pressure, etc then the knowledge they gain will make them less of a target and more sensitive to the world around them. Furthermore it is important to build team-player skills in students. Middle school is a critical time for most students and they often have issues making friends or working together. I hope this activity will teach them to work together and the importance of following directions.
Objectives
Students will be able to:
1.generate ideas from multiple sources
2.write in an informational form
3.use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.
Standards
LA.7.2.1.5,LA.7.4.2.1, LA.7.3.1.1, LA.7.3.2.1, LA.7.6.1.3, NL-ENG.K-12.8
Procedures (90 minute period-2 classes)
1. Before class the teacher will write the following question on the board: Can pregnancy be compared to a handicap? Support or attack. Once students are seated, they will be given 15 minutes to respond to this question in their journals. After journals 5 minutes will be given for students to share.
2. Next, students will be engaged in a deeper discussion of the novel.(LA.7.2.1.5) The teacher will guide a 20 minute discussion using the following questions: What was the main idea of the novel? What was Draper’s relevance in writing it? Who was your favorite character? Why? Did you feel November handled her situation the right way? What are your felings about Ariel's treatment of Olivia?
3. These questions will serve as a review of the novel as well as a transition into teh activity. In class (may take up to two class periods) students will be given the task of designing and writing an informational pamphlet on one of the following issues: bullying, depression, peer pressure, self-esteem, and teen pregnancy.(LA.7.4.2.1)
4. The instructor will separate students into groups of four or five and each group member should contribute equally to the assignment. This will be monitored by giving each group member a task sheet. Up to two people can be assigned to type/write, one for design and one for researching.(LA.7.3.2.1)
5. Using the internet, scholarly journals and teen magazines students will research and gather information on their assigned topic and present this information in an informational pamphlet. A rubric will be given to each group along with specific instructions on the content that should be included in the pamphlet. The students will have a choice of typing or handwriting this assignment. (LA.7.3.1.1 and NL-ENG.K-12.8) (50 minutes will be set aside each class period for group work).
6. On Day two of this assignment, students will work in the media center.
7. At the conclusion of this activity (on day two) students will turn in their completed pamphlets and given 20 minutes to take a reading quiz on November Blue (fomal assessment and answer key included).
8. Before dismissal students will be assigned to research the origin of their names.This research can be conducted online or they can simply ask their parents. The answers must be written in complete sentences and ready to be turned in next class. This activity will help to introduce the next novel, Broken China.
Each Pamphlet should include the following:
1. Cover Page: Group members' names, date, course, teacher's name and topic. Designs are optional but strongly encouraged.
2. Table of Contents
3. Statistics on particular topic, sources must be cited in Bibliography
4. Formal definition and brief synopsis of topic
5. Summary (150 words on how this topic relates to November Blue
6. Fact Page
7. Preventative Tips
8. Bibliography: Students will be given a handout from the following website:
http://albion.jordan.k12.ut.us/TeacherWebFolders/Simons/Middle_Ages/Bibliography.pdf
Task Sheets:
Designer: this person is responsible for creating a cover sheet for the pamphlet as well as organizing pages according to pamphlet format set forth by teacher. Also responsible for conducting topic research.
Researcher: is reponsible for leading research and organizing data in a coherent and concise way. Must also make sure bibliography follows the same format as the handout.
Typer/Writer: is responsible for writing or typing all data.Also needs to contribute to research.
This activity is for participation points. No letter grade will be received but the group who worked best together, followed all guidelines and turned in a great product will receive a no homework pass for one week.
Assessment
1. How is the novel, November Blue, divided? (c)
a. Books (Book 1, Book II, etc.)
b. chapters
c. Dates and chapters
d. None of the above
2. Who wants custody of November’s baby? (b)
a. Jericho and Olivia
b. Mr.& Mrs. Prescott
c. Mrs. Nelson
d. Jason’s parents
3. How old is the pregnant girl November meets on the bus? (d)
a. eight
b. fourteen
c. twenty
d. None of the above
4. “November wondered how this kid was going to take care of a baby, and she tried to figure out a way of asking that wouldn’t offend the girl” (Draper 169).
In fifty (50) words explain how November’s assessment of the girl on the bus may be hypocritical.
Sample Response:
I believe November’s assessment of the girl is hypocritical. For one November is a pregnant teen just like that girl. Even though the girl seems immature
November still has no right to act as if she is superior in any way. And then November starts asking the girl a bunch of questions as if her own life is together and orderly. Although November is older than the girl she is no better off than her.
5. What instrument does Jericho play for Sunshine? (a)
a. Trumpet
b. Saxophone
c. Xylophone
d. French horn
Sources, Materials and Accommodations
1. November Blue by Sharon Draper (class set)
2. Construction paper
3. Scholarly journals (about adolescent psychology)
4. Markers
5. Computer access (trips will be made to computer lab)
6. Teen magazines
Necessary changes will be made to the lesson to accommodate any ESE and ESOL students.
7. Bibliography handouts: one for each group
Dominique Ferguson
Adolescent Literature
7th grade Language Arts: Two 90 minute block periods
Focus Statement
This lesson plan focuses on improving student’s research and organizational skills by having them reserach information that pertains to the novel November Blue. In a creative and practical way students will demonstrate mastery of the novel’s themes and concepts by creating a pamphlet on a teen issue. In groups students will be assigned one of the following issues:bullying, depression, peer pressure, self-esteem, and teen pregnancy.(LA.7.6.1.3)
This activity will be instructor-led and students will be placed into groups of four or five. The topics will be chosen by the instructor for each group and students will be given specific guidelines to follow for the creation of the pamphlets. Though this lesson may be a bit restrictive in nature (because groups and topics are chosen by teacher) students will learn the importance of following directions, generating ideas from multiple sources and writing in an informational format. The materials necessary for this activity are construction paper, scholarly journals (about adolescent psychology), markers, computer access (trips will be made to computer lab), and teen magazines.
Theme and Thinking Skill
The theme for this lesson plan is awareness and team work. Since this plan is designed for a 7th grade language arts class I want my students to become aware of the adversities teens face form the pre-teen stage all the way to older adolescence. Most students are unaware that what they are facing is an issue until they are suddenly hit with it; much like November in November Blue. I believe if students are allowed to research and view the data and articles on issues such as teen pregnancy, peer pressure, etc then the knowledge they gain will make them less of a target and more sensitive to the world around them. Furthermore it is important to build team-player skills in students. Middle school is a critical time for most students and they often have issues making friends or working together. I hope this activity will teach them to work together and the importance of following directions.
Objectives
Students will be able to:
1.generate ideas from multiple sources
2.write in an informational form
3.use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.
Standards
LA.7.2.1.5,LA.7.4.2.1, LA.7.3.1.1, LA.7.3.2.1, LA.7.6.1.3, NL-ENG.K-12.8
Procedures (90 minute period-2 classes)
1. Before class the teacher will write the following question on the board: Can pregnancy be compared to a handicap? Support or attack. Once students are seated, they will be given 15 minutes to respond to this question in their journals. After journals 5 minutes will be given for students to share.
2. Next, students will be engaged in a deeper discussion of the novel.(LA.7.2.1.5) The teacher will guide a 20 minute discussion using the following questions: What was the main idea of the novel? What was Draper’s relevance in writing it? Who was your favorite character? Why? Did you feel November handled her situation the right way? What are your felings about Ariel's treatment of Olivia?
3. These questions will serve as a review of the novel as well as a transition into teh activity. In class (may take up to two class periods) students will be given the task of designing and writing an informational pamphlet on one of the following issues: bullying, depression, peer pressure, self-esteem, and teen pregnancy.(LA.7.4.2.1)
4. The instructor will separate students into groups of four or five and each group member should contribute equally to the assignment. This will be monitored by giving each group member a task sheet. Up to two people can be assigned to type/write, one for design and one for researching.(LA.7.3.2.1)
5. Using the internet, scholarly journals and teen magazines students will research and gather information on their assigned topic and present this information in an informational pamphlet. A rubric will be given to each group along with specific instructions on the content that should be included in the pamphlet. The students will have a choice of typing or handwriting this assignment. (LA.7.3.1.1 and NL-ENG.K-12.8) (50 minutes will be set aside each class period for group work).
6. On Day two of this assignment, students will work in the media center.
7. At the conclusion of this activity (on day two) students will turn in their completed pamphlets and given 20 minutes to take a reading quiz on November Blue (fomal assessment and answer key included).
8. Before dismissal students will be assigned to research the origin of their names.This research can be conducted online or they can simply ask their parents. The answers must be written in complete sentences and ready to be turned in next class. This activity will help to introduce the next novel, Broken China.
Each Pamphlet should include the following:
1. Cover Page: Group members' names, date, course, teacher's name and topic. Designs are optional but strongly encouraged.
2. Table of Contents
3. Statistics on particular topic, sources must be cited in Bibliography
4. Formal definition and brief synopsis of topic
5. Summary (150 words on how this topic relates to November Blue
6. Fact Page
7. Preventative Tips
8. Bibliography: Students will be given a handout from the following website:
http://albion.jordan.k12.ut.us/TeacherWebFolders/Simons/Middle_Ages/Bibliography.pdf
Task Sheets:
Designer: this person is responsible for creating a cover sheet for the pamphlet as well as organizing pages according to pamphlet format set forth by teacher. Also responsible for conducting topic research.
Researcher: is reponsible for leading research and organizing data in a coherent and concise way. Must also make sure bibliography follows the same format as the handout.
Typer/Writer: is responsible for writing or typing all data.Also needs to contribute to research.
This activity is for participation points. No letter grade will be received but the group who worked best together, followed all guidelines and turned in a great product will receive a no homework pass for one week.
Assessment
1. How is the novel, November Blue, divided? (c)
a. Books (Book 1, Book II, etc.)
b. chapters
c. Dates and chapters
d. None of the above
2. Who wants custody of November’s baby? (b)
a. Jericho and Olivia
b. Mr.& Mrs. Prescott
c. Mrs. Nelson
d. Jason’s parents
3. How old is the pregnant girl November meets on the bus? (d)
a. eight
b. fourteen
c. twenty
d. None of the above
4. “November wondered how this kid was going to take care of a baby, and she tried to figure out a way of asking that wouldn’t offend the girl” (Draper 169).
In fifty (50) words explain how November’s assessment of the girl on the bus may be hypocritical.
Sample Response:
I believe November’s assessment of the girl is hypocritical. For one November is a pregnant teen just like that girl. Even though the girl seems immature
November still has no right to act as if she is superior in any way. And then November starts asking the girl a bunch of questions as if her own life is together and orderly. Although November is older than the girl she is no better off than her.
5. What instrument does Jericho play for Sunshine? (a)
a. Trumpet
b. Saxophone
c. Xylophone
d. French horn
Sources, Materials and Accommodations
1. November Blue by Sharon Draper (class set)
2. Construction paper
3. Scholarly journals (about adolescent psychology)
4. Markers
5. Computer access (trips will be made to computer lab)
6. Teen magazines
Necessary changes will be made to the lesson to accommodate any ESE and ESOL students.
7. Bibliography handouts: one for each group
Friday, October 3, 2008
"Drinking Coffee" Lesson Plan
Dominique Ferguson
Dr. West-White
LIT 3333
3 October 2008
7th grade Language Arts: 90 minute block ( may take 2 periods)
Focus Statement
In this lesson students will create a book jacket for their favorite short story in Drinking Coffee Elsewhere and give a short story report (spin-off of book report) on the story they read. Inside the book jacket students will place a typed copy of the story report which will include a character analysis and a story scavenger hunt.
Students will not only have fun with this activity but be allowed to analyze and evaluate the author’s purpose for their chosen short story as well as sharpen grammar skills.
Theme and Thinking Skill
The theme that guides this lesson is independent learning. Students will be discouraged from seeking ideas or answers from the instructor or their peers. With this activity I hope the students will rely on their own knowledge and the short story they have read.
Objectives:
Students will be able to:
Analyze and evaluate
Compare and contrast
Standards: LA.7.1.7.1, LA.7.1.7.5, LA.7.2.1.7
Procedures:
1. After finishing a selection of stories from Packer’s Drinking Coffee Elsewhere the class will chose their personal favorite and do the following activities:
• Character Analysis: Students select one character from the book they're reporting on and then answer the following questions:
What traits does this character have that I do not have?
What traits do I have that the character does not have?
What traits do the two of us share?
• *Students search the story read for words and/or sentences that match the scavenger hunt criteria, which focuses on grammar and phonics skills. The following are examples of the kinds of words students might be looking for; the last few items on the list might require writing two sentences from the book :
a three-syllable word
a contraction
a compound word
a word with a silent e at the end
a word with a suffix that required doubling the final consonant before adding the suffix
a word with a suffix that required dropping a silent e before adding the suffix
the longest word in the book
a word that includes the letters tion
a four-syllable word
a word that includes a silent letter other than e
an adjective
a word with a prefix
a sentence that includes a simile
rhyming words (students might write two sentences, highlighting the rhyming words)
synonyms (students might write two sentences, highlighting the synonyms)
antonyms/opposites (students might write two sentences, highlighting the opposites)
3. Students will give an oral presentation of their work highlighting why they chose the story and informing teh class of one of their answers for teh characyer trait activity and explaining their short story jacket.
Assessment:
Student work will be evaluated on a 100 point scale:
Neatness of work: _/20
Both elements present (Character Analysis & Scavenger Hunt): _/40
Three Character Analysis questions answered concisely: _/10
Oral Presentation: _/20
Story Jacket: _/10 -----------------------------------------------------------------------------------
Total _/100
* www.Hotchalk.com
Dr. West-White
LIT 3333
3 October 2008
7th grade Language Arts: 90 minute block ( may take 2 periods)
Focus Statement
In this lesson students will create a book jacket for their favorite short story in Drinking Coffee Elsewhere and give a short story report (spin-off of book report) on the story they read. Inside the book jacket students will place a typed copy of the story report which will include a character analysis and a story scavenger hunt.
Students will not only have fun with this activity but be allowed to analyze and evaluate the author’s purpose for their chosen short story as well as sharpen grammar skills.
Theme and Thinking Skill
The theme that guides this lesson is independent learning. Students will be discouraged from seeking ideas or answers from the instructor or their peers. With this activity I hope the students will rely on their own knowledge and the short story they have read.
Objectives:
Students will be able to:
Analyze and evaluate
Compare and contrast
Standards: LA.7.1.7.1, LA.7.1.7.5, LA.7.2.1.7
Procedures:
1. After finishing a selection of stories from Packer’s Drinking Coffee Elsewhere the class will chose their personal favorite and do the following activities:
• Character Analysis: Students select one character from the book they're reporting on and then answer the following questions:
What traits does this character have that I do not have?
What traits do I have that the character does not have?
What traits do the two of us share?
• *Students search the story read for words and/or sentences that match the scavenger hunt criteria, which focuses on grammar and phonics skills. The following are examples of the kinds of words students might be looking for; the last few items on the list might require writing two sentences from the book :
a three-syllable word
a contraction
a compound word
a word with a silent e at the end
a word with a suffix that required doubling the final consonant before adding the suffix
a word with a suffix that required dropping a silent e before adding the suffix
the longest word in the book
a word that includes the letters tion
a four-syllable word
a word that includes a silent letter other than e
an adjective
a word with a prefix
a sentence that includes a simile
rhyming words (students might write two sentences, highlighting the rhyming words)
synonyms (students might write two sentences, highlighting the synonyms)
antonyms/opposites (students might write two sentences, highlighting the opposites)
3. Students will give an oral presentation of their work highlighting why they chose the story and informing teh class of one of their answers for teh characyer trait activity and explaining their short story jacket.
Assessment:
Student work will be evaluated on a 100 point scale:
Neatness of work: _/20
Both elements present (Character Analysis & Scavenger Hunt): _/40
Three Character Analysis questions answered concisely: _/10
Oral Presentation: _/20
Story Jacket: _/10 -----------------------------------------------------------------------------------
Total _/100
* www.Hotchalk.com
Monday, September 29, 2008
Poetry Synopsis
Paul Laurence Dunbar is one of my most favorite poets. Although I am only familiar with a few of his poems he is the author of several works. The works include a collection of poetry titled Oak and Ivy, published in 1892 and Majors and Minors (1895). Dunbar also wrote a dozen books of poetry, four books of short stories, five novels, and a play. My favorite poem from this author is We Wear the Mask which appeared in Dunbar's first professionally published volume, Lyrics of Lowly Life, in 1896 when Dunbar was 23 years old. This poem is relatable to any culture and has a certain flexibility that allows it to be interpreted several different ways. Since the poet is African-American many may dismiss it and see this work as being only for Blacks. While the work is referring to Blacks in America, Blacks are not the only group of people in the world that wear masks homosexuals, teenagers, women and men all feel that they must put on a mask to fool others. The mask refers to faces and facades people must put on to pass for happy when they are really sad.
For many years African Americans have had to wear masks to endure the hardships of oppression, injustice, racism and stereotypes. In his poem Dunbar reveals that behind our forced submissiveness, singing, and plastered smiles are tears and heartaches. The author writes “it hides our cheeks and shades our eyes” to convey that the mask veil the parts of our face that are most telling. Our eyes and cheeks are covered so as to hide out tear-stained cheeks and the hurt in our eyes.
I think students would be able to identify with this work for various reasons. There may be students in my class who are being abused, are struggling with their identities/sexuality or coping with a loss of some kind. Instead of verbalizing their emotions or wearing a frown all the time the students may prefer to suffer in silence unbeknownst to their family and friends. In repressing their true feelings the students are wearing a mask to hide their pain.
We Wear the Mask can be dissected in a cacophony of ways and used for any secondary grade level. This poem can be used to introduce students to literary criticisms, assigned for students to memorize or utilized with a unit to introduce social issues. In my classroom I would use it to introduce literary criticisms like Marxism and Queer Theory.
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Poetry in Unconventional Places
1. Don't let the car fool you my real treasure is in heaven.( car bumper sticker)
2. Do Not Enter. (road sign)
3. All men die my friend, but it's what we do before we die that counts. (character in the movie Vertical Limit)
4. Contract Pending.(on a construction site sign)
For many years African Americans have had to wear masks to endure the hardships of oppression, injustice, racism and stereotypes. In his poem Dunbar reveals that behind our forced submissiveness, singing, and plastered smiles are tears and heartaches. The author writes “it hides our cheeks and shades our eyes” to convey that the mask veil the parts of our face that are most telling. Our eyes and cheeks are covered so as to hide out tear-stained cheeks and the hurt in our eyes.
I think students would be able to identify with this work for various reasons. There may be students in my class who are being abused, are struggling with their identities/sexuality or coping with a loss of some kind. Instead of verbalizing their emotions or wearing a frown all the time the students may prefer to suffer in silence unbeknownst to their family and friends. In repressing their true feelings the students are wearing a mask to hide their pain.
We Wear the Mask can be dissected in a cacophony of ways and used for any secondary grade level. This poem can be used to introduce students to literary criticisms, assigned for students to memorize or utilized with a unit to introduce social issues. In my classroom I would use it to introduce literary criticisms like Marxism and Queer Theory.
-------------------------------------------------------------------------------------
Poetry in Unconventional Places
1. Don't let the car fool you my real treasure is in heaven.( car bumper sticker)
2. Do Not Enter. (road sign)
3. All men die my friend, but it's what we do before we die that counts. (character in the movie Vertical Limit)
4. Contract Pending.(on a construction site sign)
My Favorite Poem
We Wear the Mask
We wear the mask that grins and lies,
It hides our cheeks and shades our eyes,--
This debt we pay to human guile;
With torn and bleeding hearts we smile,
And mouth with myriad subtleties.
Why should the world be overwise,
In counting all our tears and sighs?
Nay, let them only see us, while
We wear the mask.
We smile, but, O great Christ, our cries
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile;
But let the world dream otherwise,
We wear the mask!
Paul Laurence Dunbar
We wear the mask that grins and lies,
It hides our cheeks and shades our eyes,--
This debt we pay to human guile;
With torn and bleeding hearts we smile,
And mouth with myriad subtleties.
Why should the world be overwise,
In counting all our tears and sighs?
Nay, let them only see us, while
We wear the mask.
We smile, but, O great Christ, our cries
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile;
But let the world dream otherwise,
We wear the mask!
Paul Laurence Dunbar
Friday, September 26, 2008
Measuring Up: My Take on the Florida Consent Decree
Dominique Ferguson
Dr. West-White
LIT 3333
26 September 2008
The Florida Consent Decree gives right to different multicultural groups that were unavailable before 1990. The eight groups: League of United Latin American Citizens (LULAC), ASPIRA of Florida, The Farmworkers’ Association of Central Florida, Florida State Conference of NAACP Branches Haitian Refugee Center ,Spanish American League Against Discrimination (SALAD), American Hispanic Educators’ Association of Dade (AHEAD), and Haitian Educators’ Association. Each group represented a community of multicultural citizens who felt that their children’s educational needs were not being met due to language barriers. There were various educational plans put into effect after the law was determined. The Decree settlement focuses on issues such as Identification and assessment, Equal access to appropriate programming and Outcome measures.
The identification and assessment branch of the consent decree requires home language surveys and LEP committees in each school. I love the fact that the LEP committees are comprised of just more than teachers and guidance counselors. Parents as well as social workers are allowed to determine the eligibility of a student for ESOL services. The Equal access to appropriate programming “develops as effectively and efficiently as possible each child's English language proficiency and academic potential. Such programs should also provide positive reinforcement of the self-image and esteem of participating students…” (FCD Section II). This part of the Consent Decree that ESOL students are taught to succeed and not feel left behind academically because of language barriers.
Although I am familiar with ESOL programs I never stopped to think that laws have been put into place to ensure the success of an ESOL student’s academic career. I am glad that the organizations above fought and lobbied so hard and tirelessly to have this agreement enforced. It is upsetting to think that before August 1990 there were no laws, agreements or anything much to protect the rights of an ESOL student. Moreover many of the ESOL students before 1990 were either retained or pushed through a school system that had no idea how to teach them. However, because of the court case eighteen years ago ESOL students now have a much better chance at success, this means that more students are learning and becoming successful citizens instead of high school drop outs with dead-end jobs.
In the classroom this consent decree means that I am held accountable for accommodating ESOL students and not simply giving them busy work. All of my lesson plans will need to incorporate the different learning styles of the different cultures and languages in my classroom. Honestly this scares me. I am not sure what I will do if I am given a level 3 students in my language arts class but I do hope that by the time I graduate from Florida A&M University will be more equipped to handle any and every type of student.
Dr. West-White
LIT 3333
26 September 2008
The Florida Consent Decree gives right to different multicultural groups that were unavailable before 1990. The eight groups: League of United Latin American Citizens (LULAC), ASPIRA of Florida, The Farmworkers’ Association of Central Florida, Florida State Conference of NAACP Branches Haitian Refugee Center ,Spanish American League Against Discrimination (SALAD), American Hispanic Educators’ Association of Dade (AHEAD), and Haitian Educators’ Association. Each group represented a community of multicultural citizens who felt that their children’s educational needs were not being met due to language barriers. There were various educational plans put into effect after the law was determined. The Decree settlement focuses on issues such as Identification and assessment, Equal access to appropriate programming and Outcome measures.
The identification and assessment branch of the consent decree requires home language surveys and LEP committees in each school. I love the fact that the LEP committees are comprised of just more than teachers and guidance counselors. Parents as well as social workers are allowed to determine the eligibility of a student for ESOL services. The Equal access to appropriate programming “develops as effectively and efficiently as possible each child's English language proficiency and academic potential. Such programs should also provide positive reinforcement of the self-image and esteem of participating students…” (FCD Section II). This part of the Consent Decree that ESOL students are taught to succeed and not feel left behind academically because of language barriers.
Although I am familiar with ESOL programs I never stopped to think that laws have been put into place to ensure the success of an ESOL student’s academic career. I am glad that the organizations above fought and lobbied so hard and tirelessly to have this agreement enforced. It is upsetting to think that before August 1990 there were no laws, agreements or anything much to protect the rights of an ESOL student. Moreover many of the ESOL students before 1990 were either retained or pushed through a school system that had no idea how to teach them. However, because of the court case eighteen years ago ESOL students now have a much better chance at success, this means that more students are learning and becoming successful citizens instead of high school drop outs with dead-end jobs.
In the classroom this consent decree means that I am held accountable for accommodating ESOL students and not simply giving them busy work. All of my lesson plans will need to incorporate the different learning styles of the different cultures and languages in my classroom. Honestly this scares me. I am not sure what I will do if I am given a level 3 students in my language arts class but I do hope that by the time I graduate from Florida A&M University will be more equipped to handle any and every type of student.
Wednesday, September 17, 2008
"Money Hungry" Lesson Plan
Lesson Plan for Money Hungry
Dominique Ferguson
Adolescent Literature
8th grade Language Arts: 90 minute block
Focus Statement:
This lesson will seek to engage students in discussion (SSSS LA 6.1.6.2) and activities based on the novel, Money Hungry, by Sharon Flake. Students will be engaged by open discussion of the novel focusing on major themes, their likes/dislikes and relevance of the novel. The instructor will ask questions like "was Raspberry’s mom right or wrong for throwing out the money? Was Mai right or wrong for mistreating her father? Did Raspberry have a right to take the money form Janae?" (SSSS L.A 6.1.7.3)
Using these questions, the instructor will guide the students in thinking critically. Students will also be encouraged to defend ideas and beliefs they originally opposed. This will help students to think about the novel in a reflective way instead of applying their own biases. Students will need to explain their points of view on the novel and defend what they believe (NL-ENG.K-12.4). The activities for this lesson will serve as reviews for the novel and prepare students for the reading quiz.
Theme and Thinking Skills
The specific themes that guide my lesson are critical thinking, comprehension and applying knowledge (NL-ENG.K-12.6). Instead of me telling the students what they should think I hope that they will think for themselves. I want students to recall information about the novel as well as decide in a reasonable, non-judgmental way, their beliefs about the novel. Students will be challenged intellectually, during class discussion, to think outside the box.
Objectives:
Students will be able to:
1. Recall information from the novel
2. Explain major themes covered in the novel and the relevance of the novel (SSSS L.A.6.2.1.4/ L.A 6.1.7.2)
3. Evaluate text by applying comprehension skills (NL-ENG.K-12.3)
Procedures: (90 minute period)
1. Students will be given 30 minutes of silent reading at the beginning of the class period. Students were given 2 weeks to finish the novel in-class but there may be students who have not finished. This time will be used for that purpose. For those who have finished they may want to review by skimming through the book or may begin writing points/questions for the in-class discussion.
2. After silent reading the instructor will engage the students in an open-discussion of the novel lasting 15 minutes. The instructor will only serve as the facilitator of this discussion, prompting students to elaborate or “think outside the box” when necessary. If students are slow to respond instructor may need to lead discussion or at least get it started with the questions mentioned in Focus Statement.
3. After the discussion students will be asked to prepare a character sketch on their favorite character in the novel. Students will be given a handout (similar to the handout at this web address: http://etc.usf.edu/flstandards/la/new-pdfs/points-6.pdf) and asked to be as creative as possible. Each sketch should be at least 9 sentences long. This activity will be 25 minutes long. If activity takes students a shorter time then they may read sketches aloud to class.
4. After sketches are done and turned in students will be given a reading quiz (formal assessment and answer key included). They will be given 20 minutes to complete the quiz.
5. After the quiz students will be asked to write a poem about money for homework. This activity will serve as a branch to our next lesson on poetry.
Assessment:
1. What is Raspberry’s greatest obsession? (a)
a. money
b. marrying Sato
c. cars
d. working for Odd Job
2. What does Janae stuff in her clothes? (c)
a. coins
b. her cell phone
c. perfumed cotton balls
d. Ming’s phone number
3. Who is the author of Money Hungry? (c)
a. Raspberry Hill
b. Toni Morrison
c. Sharon Flake
d. Sharonda Flake
4. What nationality is Mai’s father? (b)
a. African
b. Korean
c. Japanese
d. Caucasian
5. In a rage, what does Raspberry’s mother do with Raspberry’s money? (c)
a. Spend it
b. Give it to charity
c. Throw it out the window
d. Throw it in the lake
6. In a brief essay choose a major theme in Money Hungry and explain the way it shapes the novel and the character or characters it affects.
Sample Response:
Fear is a major theme in “Money Hungry”. Raspberry Hill is afraid being homeless and broke and Janae is afraid that people will think she smells. Because the characters have allowed these fears to consume them they do crazy things.
Raspberry is afraid of being homeless so she is very obsessed with money. She hides it all around her room and will do anything legal to get it. She even goes so far as to sell rotten candy to her classmates. Janae is a big girl and because of this she assumes people will think she smells. She is so afraid of this that she stuffs perfumed cotton balls in her clothes so that she always smells good. It shapes the novel because it forces the reader to understand why the characters behave the ways they do. We are given both an inside and outside view of these character’s lives. For example, If the reader was not told about Raspberry’s past we would be judgmental of her money fears or not understand it as much. Fear is an awful thing and if unchecked it can turn into an unhealthy obsession.
Sources, Materials and Accommodations
1. Money Hungry By Sharon Flake (class set)
2. Character Sketch Handouts (one per student)
3. Reading Quiz (one per student)
For ESOL students, the accommodations will be as follows:
1. Character Sketches: at least 5 sentences in length.
2. Reading Quiz: I will read questions aloud and the essay question will be: Who is your favorite Money Hungry character and why?
For students with special needs:
Necessary changes will be made to lesson to accommodate any ESE students.
Dominique Ferguson
Adolescent Literature
8th grade Language Arts: 90 minute block
Focus Statement:
This lesson will seek to engage students in discussion (SSSS LA 6.1.6.2) and activities based on the novel, Money Hungry, by Sharon Flake. Students will be engaged by open discussion of the novel focusing on major themes, their likes/dislikes and relevance of the novel. The instructor will ask questions like "was Raspberry’s mom right or wrong for throwing out the money? Was Mai right or wrong for mistreating her father? Did Raspberry have a right to take the money form Janae?" (SSSS L.A 6.1.7.3)
Using these questions, the instructor will guide the students in thinking critically. Students will also be encouraged to defend ideas and beliefs they originally opposed. This will help students to think about the novel in a reflective way instead of applying their own biases. Students will need to explain their points of view on the novel and defend what they believe (NL-ENG.K-12.4). The activities for this lesson will serve as reviews for the novel and prepare students for the reading quiz.
Theme and Thinking Skills
The specific themes that guide my lesson are critical thinking, comprehension and applying knowledge (NL-ENG.K-12.6). Instead of me telling the students what they should think I hope that they will think for themselves. I want students to recall information about the novel as well as decide in a reasonable, non-judgmental way, their beliefs about the novel. Students will be challenged intellectually, during class discussion, to think outside the box.
Objectives:
Students will be able to:
1. Recall information from the novel
2. Explain major themes covered in the novel and the relevance of the novel (SSSS L.A.6.2.1.4/ L.A 6.1.7.2)
3. Evaluate text by applying comprehension skills (NL-ENG.K-12.3)
Procedures: (90 minute period)
1. Students will be given 30 minutes of silent reading at the beginning of the class period. Students were given 2 weeks to finish the novel in-class but there may be students who have not finished. This time will be used for that purpose. For those who have finished they may want to review by skimming through the book or may begin writing points/questions for the in-class discussion.
2. After silent reading the instructor will engage the students in an open-discussion of the novel lasting 15 minutes. The instructor will only serve as the facilitator of this discussion, prompting students to elaborate or “think outside the box” when necessary. If students are slow to respond instructor may need to lead discussion or at least get it started with the questions mentioned in Focus Statement.
3. After the discussion students will be asked to prepare a character sketch on their favorite character in the novel. Students will be given a handout (similar to the handout at this web address: http://etc.usf.edu/flstandards/la/new-pdfs/points-6.pdf) and asked to be as creative as possible. Each sketch should be at least 9 sentences long. This activity will be 25 minutes long. If activity takes students a shorter time then they may read sketches aloud to class.
4. After sketches are done and turned in students will be given a reading quiz (formal assessment and answer key included). They will be given 20 minutes to complete the quiz.
5. After the quiz students will be asked to write a poem about money for homework. This activity will serve as a branch to our next lesson on poetry.
Assessment:
1. What is Raspberry’s greatest obsession? (a)
a. money
b. marrying Sato
c. cars
d. working for Odd Job
2. What does Janae stuff in her clothes? (c)
a. coins
b. her cell phone
c. perfumed cotton balls
d. Ming’s phone number
3. Who is the author of Money Hungry? (c)
a. Raspberry Hill
b. Toni Morrison
c. Sharon Flake
d. Sharonda Flake
4. What nationality is Mai’s father? (b)
a. African
b. Korean
c. Japanese
d. Caucasian
5. In a rage, what does Raspberry’s mother do with Raspberry’s money? (c)
a. Spend it
b. Give it to charity
c. Throw it out the window
d. Throw it in the lake
6. In a brief essay choose a major theme in Money Hungry and explain the way it shapes the novel and the character or characters it affects.
Sample Response:
Fear is a major theme in “Money Hungry”. Raspberry Hill is afraid being homeless and broke and Janae is afraid that people will think she smells. Because the characters have allowed these fears to consume them they do crazy things.
Raspberry is afraid of being homeless so she is very obsessed with money. She hides it all around her room and will do anything legal to get it. She even goes so far as to sell rotten candy to her classmates. Janae is a big girl and because of this she assumes people will think she smells. She is so afraid of this that she stuffs perfumed cotton balls in her clothes so that she always smells good. It shapes the novel because it forces the reader to understand why the characters behave the ways they do. We are given both an inside and outside view of these character’s lives. For example, If the reader was not told about Raspberry’s past we would be judgmental of her money fears or not understand it as much. Fear is an awful thing and if unchecked it can turn into an unhealthy obsession.
Sources, Materials and Accommodations
1. Money Hungry By Sharon Flake (class set)
2. Character Sketch Handouts (one per student)
3. Reading Quiz (one per student)
For ESOL students, the accommodations will be as follows:
1. Character Sketches: at least 5 sentences in length.
2. Reading Quiz: I will read questions aloud and the essay question will be: Who is your favorite Money Hungry character and why?
For students with special needs:
Necessary changes will be made to lesson to accommodate any ESE students.
Wednesday, September 10, 2008
Cultural Self Analysis Paper & Mandala (see link)
Dominique Ferguson
Dr. West-White
LIT 3333-001
11 September 2008
A Brand New Me
As a Christian and a single mother of two I have experienced many trials and many triumphs. These two identities have helped shape my values and given me motivation to be better. The fall of my freshman year at FAMU I became pregnant with my son. Though I had been a Christian all my life I had strayed and fallen short of God’s glory. Not only was I a fornicator (oh the shame) but I was hundreds of miles away from my family and a baby with a baby on the way. However, I knew enough to get the necessary prenatal care and my baby daddy’s social security number (just in case child support was needed).
Three months after I discovered I was pregnant I called home. First I made a call to my sister Lisa.
“Hey Lisa, it’s Dominique”. I said, almost on the brink of tears.
“Hey Nique what you up to?” she cooed. “How is college?” she stretched out the word college and I could tell she was in an extremely good mood. Oh well, little did she know she would be crushed in five, four, three, two…
“Lisa I’m pregnant!” I wail. “What?!” she screams. “What do you mean you’re pregnant? You go all the way to college and... Come on Nique, you know better.”
By this point I’m crying hysterically and my roommate, Oluchi, comes over to my bed to soothe me. She grabs the phone from my shaking hand and talks to Lisa and then they hang up. At this point I feel like certified crap, if there is such a thing. I believe the only thing worse than the call to Lisa was the call that I was going to make to my dad. My hands were shaking and my heart was thumping so wildly I thought it was going to come out of my chest. My God, I prayed, what have I gotten myself into? What was I thinking when I laid down with that fool? He was only one year older than I and no more equipped to take care of a child than I was.
That was seven years ago and so much has taken place since those fateful phone calls to my loved ones in Miami, Florida. At one point in my life I felt that I had made too many mistakes to redeem myself. I was a single mother of two, living on public assistance, working dead-end jobs and spiritually bankrupt. I had stopped praying, refused to hope and had no church home.
Life was tiring and void. I cried all the time and despite two kids still lived recklessly. Though I never turned to drugs or alcohol my sin of not putting God first in my life was just as bad. It is difficult to speak about my identity without speaking about my faith and my role as a single mother. Over the years these two identities have merged and it is somewhat impossible to focus on one without mentioning the other. After becoming a single parent twice over I felt it was time for a change.
Positive change in my life came about when I began working on my relationship with God. I began watching sermons on television, reading my bible and keeping a journal. However, I began longing for a church family. Members in a church who would help me in my Christian walk. After I found a church, not only with great people but a wonderful children’s ministry, I knew I was on my way to greatness. Okay maybe not greatness but I was on my way nonetheless. Renewing my relationship with Christ set the stage for everything else. I stopped listening to secular music, decided to go back to college and took an active role in my future. As a mother I wanted to be better and do better. Being a mother has motivated me more than anything. Once I was back in school, after a three year hiatus, I was scared out of my mind. Could I go back to school and raise two kids?
I found I could. My first semester back I made the dean’s list and haven’t turned back since. During the last seven years as a mom I have met many other single mothers. It has been therapeutic and necessary to hear about their struggles with faith, men, baby daddy’s and such. There are just some issues single mothers faces that the world knows nothing about.
Sometimes I feel like I live in several different worlds. Once, while talking to a friend-girl about mommy-issues, who’s also a single mom, I slipped in the goodness of God and things went awry. She started saying how she’s not even sure there is a god and I was like Oops! I got my worlds mixed up. In my church family none are single mothers or even single for that matter so I often feel out of place. However, once the conversation turns to God’s greatness or anything pertaining to the Christian faith, I once again feel like I belong.
Though I’ve never really thought of being a Christian or a single parent as a culture I now see that it is. Just like I may feel left out for being single I am connected to my church family because we share the same faith. There is a magazine I read titled Today’s Christian Woman. When I first read it I just saw a bunch of white faces, pretty white faces, but white nonetheless. I thought, the only articles they have in here are probably for married, white middle-aged women. Well I was very wrong. The articles covered a plethora of topics and almost all pertained to me. There were articles on difficult children (Bingo!), making your marriage work (not yet), being saved and single (Yes!) and many others. These articles pertained to me because I am member of many different cultures. Had someone asked me, before this activity, “what culture do you identify with?” I would have quickly responded, “I’m African-American.” I now know I hold membership in many different cultures, but my favorite by far is being a child of God.
To view my original mandala please copy and paste the link below into your Web browser's "address" window.It will be available for the next thirty days.
http://www.girlsgotech.org/mandala_canvas.asp?id=68593
My mandala represents me as a whole. The stars signify success, the eight ovals in the middle signify the eight people in my life I hold dearest and the blue is simply my favorite color. Also the pairs of green squares signify my two kids who depend on me.
Dr. West-White
LIT 3333-001
11 September 2008
A Brand New Me
As a Christian and a single mother of two I have experienced many trials and many triumphs. These two identities have helped shape my values and given me motivation to be better. The fall of my freshman year at FAMU I became pregnant with my son. Though I had been a Christian all my life I had strayed and fallen short of God’s glory. Not only was I a fornicator (oh the shame) but I was hundreds of miles away from my family and a baby with a baby on the way. However, I knew enough to get the necessary prenatal care and my baby daddy’s social security number (just in case child support was needed).
Three months after I discovered I was pregnant I called home. First I made a call to my sister Lisa.
“Hey Lisa, it’s Dominique”. I said, almost on the brink of tears.
“Hey Nique what you up to?” she cooed. “How is college?” she stretched out the word college and I could tell she was in an extremely good mood. Oh well, little did she know she would be crushed in five, four, three, two…
“Lisa I’m pregnant!” I wail. “What?!” she screams. “What do you mean you’re pregnant? You go all the way to college and... Come on Nique, you know better.”
By this point I’m crying hysterically and my roommate, Oluchi, comes over to my bed to soothe me. She grabs the phone from my shaking hand and talks to Lisa and then they hang up. At this point I feel like certified crap, if there is such a thing. I believe the only thing worse than the call to Lisa was the call that I was going to make to my dad. My hands were shaking and my heart was thumping so wildly I thought it was going to come out of my chest. My God, I prayed, what have I gotten myself into? What was I thinking when I laid down with that fool? He was only one year older than I and no more equipped to take care of a child than I was.
That was seven years ago and so much has taken place since those fateful phone calls to my loved ones in Miami, Florida. At one point in my life I felt that I had made too many mistakes to redeem myself. I was a single mother of two, living on public assistance, working dead-end jobs and spiritually bankrupt. I had stopped praying, refused to hope and had no church home.
Life was tiring and void. I cried all the time and despite two kids still lived recklessly. Though I never turned to drugs or alcohol my sin of not putting God first in my life was just as bad. It is difficult to speak about my identity without speaking about my faith and my role as a single mother. Over the years these two identities have merged and it is somewhat impossible to focus on one without mentioning the other. After becoming a single parent twice over I felt it was time for a change.
Positive change in my life came about when I began working on my relationship with God. I began watching sermons on television, reading my bible and keeping a journal. However, I began longing for a church family. Members in a church who would help me in my Christian walk. After I found a church, not only with great people but a wonderful children’s ministry, I knew I was on my way to greatness. Okay maybe not greatness but I was on my way nonetheless. Renewing my relationship with Christ set the stage for everything else. I stopped listening to secular music, decided to go back to college and took an active role in my future. As a mother I wanted to be better and do better. Being a mother has motivated me more than anything. Once I was back in school, after a three year hiatus, I was scared out of my mind. Could I go back to school and raise two kids?
I found I could. My first semester back I made the dean’s list and haven’t turned back since. During the last seven years as a mom I have met many other single mothers. It has been therapeutic and necessary to hear about their struggles with faith, men, baby daddy’s and such. There are just some issues single mothers faces that the world knows nothing about.
Sometimes I feel like I live in several different worlds. Once, while talking to a friend-girl about mommy-issues, who’s also a single mom, I slipped in the goodness of God and things went awry. She started saying how she’s not even sure there is a god and I was like Oops! I got my worlds mixed up. In my church family none are single mothers or even single for that matter so I often feel out of place. However, once the conversation turns to God’s greatness or anything pertaining to the Christian faith, I once again feel like I belong.
Though I’ve never really thought of being a Christian or a single parent as a culture I now see that it is. Just like I may feel left out for being single I am connected to my church family because we share the same faith. There is a magazine I read titled Today’s Christian Woman. When I first read it I just saw a bunch of white faces, pretty white faces, but white nonetheless. I thought, the only articles they have in here are probably for married, white middle-aged women. Well I was very wrong. The articles covered a plethora of topics and almost all pertained to me. There were articles on difficult children (Bingo!), making your marriage work (not yet), being saved and single (Yes!) and many others. These articles pertained to me because I am member of many different cultures. Had someone asked me, before this activity, “what culture do you identify with?” I would have quickly responded, “I’m African-American.” I now know I hold membership in many different cultures, but my favorite by far is being a child of God.
To view my original mandala please copy and paste the link below into your Web browser's "address" window.It will be available for the next thirty days.
http://www.girlsgotech.org/mandala_canvas.asp?id=68593
My mandala represents me as a whole. The stars signify success, the eight ovals in the middle signify the eight people in my life I hold dearest and the blue is simply my favorite color. Also the pairs of green squares signify my two kids who depend on me.
Thursday, August 28, 2008
Favorite Educational Quote
I regard it as the foremost task of education to insure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self denial, and above all, compassion.-Kurt Hahn
Literacy Definition
Sexual Literacy- the knowledge needed to advance and protect one's own sexual health and well-being.
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