Archive for the 'Elizabeth Jorgensen' Category

What I’m doing This Summer

summer-still-life-785231_1280By Elizabeth Jorgensen

I hear in the media, and from professionals outside education, that teachers “have the summers off.” But this couldn’t be further from the truth.

In 2007, I searched WECAN for summer employment opportunities and noticed Kettle Moraine High School’s extensive listings. When I interviewed, I learned about the state’s largest summer school program. With a five period day, students from kindergarten through the 12th grade, attend classes ranging from camping to everyday math and from golf to Disney mania. After an interview, I accepted a position with KM’s Summer Academy. Throughout the next decade, I taught online classes and in-person classes to both elementary and high school students. Learn more about Kettle Moraine’s Summer Academy here.

Working in a different district energized and encouraged me. I saw firsthand the positives of my district and I picked up innovative ideas from KM teachers to help advance my AHS curriculum. This summer, I’m slated to teach two sections of ACT Prep online to KM juniors and seniors.

Then, in 2013, one of my colleagues at Arrowhead asked, “What do you do on Saturday mornings?” She proceeded to discuss Dr. Donnie Hale and his work in the pre-college program at Carroll University. Again, after an interview, I accepted a position to work with Project Pioneer. “Project Pioneer is Carroll University’s Saturday pre-college enrichment program which focuses on helping high school students build the skills, knowledge and mindset necessary to succeed in college and beyond.” On Saturdays, fifty high school students from Waukesha and Milwaukee engage in month-long academies “that will lead them through exploring their community and identifying a challenge within it, researching that challenge and finding solutions, and taking action. During this process, students will address a real challenge that their community faces while also building skills around the 4Cs: Critical Thinking and Problem Solving, Creativity and Innovation, Communication and Collaboration. Students will learn that their voice matters and that when they speak up and take action, they can make positive changes in the world around them.” Although Dr. Hale left Carroll a few years later (to become Florida International University Faculty Director of the Education Effect at Booker T. Washington Senior High School), I stayed on to work in the pre-college program (now under the direction of Maria Ramirez). Learn more about the program here.

My work at Project Pioneer led me to Horizontes en Carroll: “a program which welcomes upwards of 50 high school students from Waukesha, Milwaukee, Racine, and Harlem (NY) to campus each summer to experience university life and gain academic, social and life skills…During this week long residential program, students in grades 9-12 take part in several learning experiences that allow them to understand all aspects of higher education.” At the week-long summer camp, students develop career and college readiness skills and a better understanding of the college experience. Last summer, I facilitated a poetry reading and Horizontes en Carroll literary magazine. This summer, students will produce and publish the second annual Horizontes en Carroll Literary Magazine: A Collection of Creativity. Learn more about the program here.

This summer, I am also teaching online English classes for Arrowhead Union High School. Learn more about Arrowhead’s summer school offerings here.

My summers are, in fact, busier than my school year. I’m not sure who perpetuates the “teachers have summers off” stereotype, but it surely isn’t me.

What are you doing this summer?

Students Try on a Different Writing Style with Their Voice

writer-605764_1280By Elizabeth Jorgensen

To encourage my students to write in a different style, I first have them read a chapter from House on Mango Street titled “Four Skinny Trees.” We read and discuss this chapter. Then, I tell students to try on the author’s style of writing to see how it fits with his or her voice. I instruct students to adhere to Sandra Cisneros’s sentence structure by going word by word, keeping her structure, but changing the words.

First, students look at the title: “Four Skinny Trees.” In the title, Cisneros has a number, an adjective, and then a plural noun. Students then write their own title, complete with a number, adjective and plural noun.

Example: Four Skinny Trees could become Three Bulbous Rocks or Five Insecure Boys or Three Broken Feet.

Students continue through Cisneros’s “Four Skinny Trees” chapter, keeping her structure but telling their own story. I remind students that they should have the same number of sentences and paragraphs as Cisneros. If she repeats a word, I remind the students they need to repeat a word. If Cisneros states her title, the student should state his or hers.

Cisneros: “Four Skinny Trees”

Jorgensen: Three Bulbous Rocks

Cisneros: “They are the only ones who understand me. I am the only one who understands them.”

Jorgensen: They are the only ones that irritate me. I am the only one who kicks them.

Cisneros: “Four skinny trees with skinny necks and pointy elbows like mine.”

Jorgensen: Three bulbous rocks with dirty bellies and snowy caps like glaciers.

Cisneros: “Four who do not belong here but are here.”

Jorgensen: Three amongst a million more in my yard.

Cisneros: “Four raggedy excuses planted by the city.”

Jorgensen: Three infuriating rocks there to trip me.

Cisneros: “From our room we can hear them, but Nenny just sleeps and doesn’t appreciate these things.”

Jorgensen: From my porch I can see them, but my boyfriend just sighs and says I’m hallucinating.

I provide a model as well as student and teacher examples. You can see my worksheet and resources here. At the end of the exercise, students have a poetic, entertaining and interesting vignette. This exercise also prompts a plagiarism discussion, students debating if a writer can copy another author’s structure.

Student vignettes are often published. Teen Ink published Nate Ferro’s vignette and Megan Rutkowksi’s vignette.

I encourage you to use this exercise with your students or to modify it to better align with your curriculum.

 

Playing and Learning

board-gamesBy Elizabeth Jorgensen

In the Washington Post article, “Children’s board games help reinforce lessons learned in the classroom,” Jayne Cooke-Cobern, a kindergarten teacher at Marumsco Hills Elementary School in Woodbridge says, “Any game that requires a student to count and move a game piece at the same time is good for developing one-to-one correspondence while counting.” Which games does she use? Trouble, Chutes and Ladders, Uno, Yahtzee, Racko, and Apples to Apples.

Lisa Barnes, another kindergarten teacher at Marumsco Hills quoted in the article, says she uses “Memory (recognition of numbers, sight words and color words), bingo (letters, shapes and rhyming words) and dominoes (numbers and the concept of more and less)” with her students.

Although I teach students on the other end of the educational spectrum—seniors in high school—board games also supplement my lesson plans. Why? Games force students to use planning and cognitive skills. They also encourage problem-solving and creative thinking.

In the Washington Post article, Marilyn Fleetwood, president of the Academy of the Child, a Montessori preschool and elementary school said, “Play is probably the most important skill for life. Most children learn to read, but social skills are one of those things that really have to be developed. And that’s what you get with board games.”

I keep a stack of board games in my classroom. And on days when attendance is light—or during challenging weeks (like Homecoming or when the basketball team makes it to state)—I will often allow students to pull them out. Students say the same things: games are fun, appealing, and motivating. And they also support my English curriculum. While word, matching and memory games foster language development and literacy, while card games improve spatial awareness and develop strategic thinking.

Games provide a forum for initiative and leadership, reasoning, and problem-solving. Challenging and strategic games help children learn to focus and concentrate, which is essential to developing creative thought.

Here are some of the games I use in my classroom:

  • You’ve Been Sentenced
  • Word on the Street
  • Buzz Word
  • Guesstures
  • Quickword
  • Starwords
  • Alphabet Roundabout
  • Play on Words
  • Scrabble Upwords
  • Rattled
  • Flashwordz
  • Boggle
  • Buy Word
  • Word Winks

 

Mail Call Update

LJBy Elizabeth Jorgensen

On January 9th, my blog featured the Milwaukee Journal Sentinel’s Mail Call project. Shortly after, one of my colleagues received the following message:

“In my role in PR with Stars and Stripes Honor Flight, I sometimes have to sort through thank you letters for veterans that we receive (and later give to them on an Honor Flight), to make sure there isn’t anything upsetting in what is written.  I received a huge box of letters from the Milwaukee Journal Sentinel recently, because they’re conducting a well-publicized campaign to raise money for us and collect these letters from schools and groups.

There are a large number of absolutely incredible letters from Arrowhead upperclassmen…Could you please pass on my sincere gratitude for all the extra effort that teacher took with the project, and ask them to thank their students for their incredible work. As I go through them and read them, I am struck over and over again by the sincerity, the creativity and the quality of the letters…and many of the students signed their names in hopes of receiving a response.

In a box of 1,500 mail call letters, the Arrowhead letters stood head and shoulders above all the others. Please thank everyone involved.”

Subsequent conversations included links to additional resources for students:

https://youtu.be/Wty1-U3ieak

https://youtu.be/ALGZzxS3dIc
“Thank you again for organizing such a beautiful letter writing campaign.  The veterans will be absolutely overwhelmed, and will read those letters over and over and over again.” I shared these comments with my students and all were thrilled to make a difference in the lives of our veterans.

The Stars and Stripes Honor Flights happened on April 8th and May 21.

 

The Milwaukee Brewers Seek Positive Message Commercials to Strike Out Bullying

By Elizabeth Jorgensen

Objective: Create a commercial with a positive message to Strike Out Bullying. (Your commercial should be a positive message to raise awareness of bullying prevention at school, online or in the community.)

Eligibility: Teachers of students in grades 6-12 (students must be 13 or older) at a public or private school in Milwaukee, Ozaukee, Racine, Washington or Waukesha County, WI are eligible to participate.

Entry: The entry period began on Monday, January 23, 2017, at 3:00 pm CT and ends Friday, April 21, 2017, at 11:59 pm CT. Teachers must submit a link to their submission. Submissions must be on a publicly accessible online platform (YouTube, Instagram, Vimeo or some other public video platform), be in the English language and not exceed 2 minutes in length.

Judging criteria: The winning video will be selected by a panel of judges assembled by the Milwaukee Brewers Baseball Club. The videos will be judged on the conciseness, positivity, creativity and originality of the message raising awareness of bullying prevention at school, online, and in the community.

Prize: One video will be selected as the winner. The winner will receive a visit to his/her school for his/her class from Brewers players, coaches and/or alumni on Wednesday, May 10, 2017. The students in winner’s class (grade) will also receive complimentary t-shirts and game tickets for the Brewers home game played at Miller Park on Friday, May 12, 2017, at 7:10 pm, and on-field recognition. One student from the winning video will throw out the ceremonial first pitch (if there is more than one student in the video, a name from the creative team will be drawn at the school visit the day before the game).

Rules:

  • The creative team appearing in the video can be one (1) to six (6) people, but no larger than a group of six (6). All students on the creative team must be in the same grade.
  • No one under the age of 13 may be in the video.
  • A teacher is allowed to submit more than one entry from the same grade at the same school. Each entry must have a different set of students in each video.
  • The video must not exceed 2 minutes in length.
  • Online entry only. No other method of entry will be accepted.

To find out more, check out this website.

 

The Wisconsin English Journal: A Call for Manuscripts

getting to the pointBy Elizabeth Jorgensen

The University of Iowa’s Writers’ Workshop says that “writing cannot be taught” but that “writers can be encouraged.” Whether or not literary creativity can be taught, certain skills can certainly be enhanced. Students can acquire insight into what constitutes effective or realistic description, style, narrative, characterization or use of language. They can also learn about voice, diction, plotting, setting and figures of speech as well as how to craft dialogue that gives clues to a character’s personality, social position, values and character.

In order to initiate this discussion, the Wisconsin English Journal invites you to share successful, inventive instruction, lessons, assignments and perspectives that teach facets of creative writing. For example,

  1. What’s the impact, possibility or pedagogy of teaching and assessing creative writing?
  2. How do you incorporate creative writing into teaching expository writing?
  3. How do you view creative writing in the greater context of literacy instruction?
  4. How do you implement technology or social media into this instruction?
  5. With the recent push toward STEAM education (emphasizing science, technology, engineering, arts and math), are there new roles creative writing might or must play in the rapidly changing landscape of K-12 and higher education?
  6. What do you see is creative writing’s role in the common core?
  7. How do you teach critical thinking through creative writing?
  8. How do you build, run and maintain successful writers’ workshops? What’s their purpose in your classroom?

Submission Guidelines

  1. In general, manuscripts range from shorter articles of 1,000 words to longer pieces of 5,000 words prepared following guidelines established in the publication manual of the American Psychological Association.
  2. Submit manuscripts to the editor, John Pruitt, and the guest editor, Liz Jorgensen, of Arrowhead High School, at wi.english.journal@com.
  3. First Drafts Requested by August 1.

 

When Senioritis Hits

books-927394_960_720By Elizabeth Jorgensen

As the high school seniors in my classroom fall ill with senioritis, complete with their own symptoms of tardies, apathy and excessive bathroom breaks, I remind myself I can keep students engaged. Although Urban Dictionary says “the only known cure is a phenomenon known as graduation,” I disagree. After over a decade of working with seniors, I rely on these three principles to keep seniors engaged:

Provide choices and purposeful classroom work. Allowing students autonomy and choice brings engagement. I encourage students to submit their writing to writers’ markets. I often present three different writers’ markets and allow the students to complete and submit a piece to the one that most resonates with them. I also bring in guest speakers—professional writers, current college students or college professors—and I’ve found this also excites and engages students.

Relate to them. I’m honest with my students about how I felt as a senior. I validate and listen to my students’ frustrations, anxieties and eagerness. I greet disappointment and fatigue with, “We’re in this together,” and “What can I do to help?” and (probably most importantly) with patience and a smile. I also connect what we’re learning to college and career readiness.

Allow privileges. My students want to be prepared for what’s next. To prepare students for the college environment, some classes are offered as hybrid (which allow seniors to choose when they want to work online and when they want to meet face-to-face). During study halls and work time, Arrowhead seniors are allowed to gather, socialize and collaborate in the commons. Privileges also remind my seniors (at the cusp of adulthood) that we trust and believe in their abilities.

As my seniors continue to suffer from senioritis, I remain hopeful: they can cure themselves of this temporary illness. And at semester’s end, I’m confident they will appreciate their time in Creative Writing, knowing they improved their ability to write, communicate and collaborate.

 


What is a Marquette Educator?

Follow us on Twitter

Archives