I'm in Love with a Fictional Character

Most of my posts have been very academic based, but selfishly I need to write about a different topic (however, I do have a classroom connection!!).

I’m in love with a fictional character!! Yep, like millions of other women, I fell for Edward Cullen over a year ago, and I’m still obsessed! My obsession is well know among my students and my two children (ages 7 and 5).

One day at the mall, after passing by Hot Topic and oogling all of the Twilight merchandise in the window, my son seriously asked me, “Mom, what would you do if Edward texted you?” I laughed loudly as my husband responded, “She would say, ‘Leave me alone, I’m already married!’”. Yes, this was a legitimate conversation in my family!

My students are likewise amused by my infatuation with this character and the book series- and of course I play the part to the extreme. I find opportunities to reference Edward and Twilight during class- almost daily. I have a few posters donning my drab classroom walls. My reputation has spread beyond just my own students, too. Girls wearing Twilight t-shirts light up when they see me in the hall because they know I’m jealous of their apparel.

But last week was a highlight. I found two boxes of Sweetheart candy on my desk- one with Bella, the other with Edward. Attached was a Post-It note reading, “First of Two”. My curiosity was piqued, and I was anxious to see what part two was. I didn’t have to wait long, because shortly thereafter, while my homeroom was silently reading, I heard a “rap tap tap” on my door. I looked up to see the dreamy face of Edward Cullen looking at me through the window.

I excitedly hopped up, scaring my sheepish ninth-graders. I opened to door wide to have five giggling seniors hold out a six foot tall cardboard cut-out display of Edward! The five of them were shopping during the BPA State competition, and saw it at MOA, and knew they had to buy it for me. I was quite flattered. I had already taught a few of them, so I knew they weren’t just sucking up!! They genuinely cared enough to think of me and bought me a gift!

So Edward now hangs out in the front of my classroom. I put a yarn necklace around him, and attach a new sign to him daily. Tuesday’s read, “Edward and I want to wish you Happy St. Patrick’s Day!” Thursday: “Be nice to the substitute… or else!” My substitute even got into it by adding her sign on Friday, “Happy Spring.”

You may ask then, was I in line at midnight (Friday/Saturday) to purchase the DVD? I admit, I thought about it, but I didn’t really think that any of my 30 something year old friends- who are also obsessed with the books- would really drive 15 minutes to the nearest store with me. But my “six-months-pregnant-with-triplets” sister and I nearly ran some women over with a cart in our quest to get the “three disc” special- Exclusive at Target!!


Edward is definitely a conversation piece. And as incredibly dorky and cheesy as it is, I have found my obsession for Edward and Twilight to create class bonding like I’ve never had before.

I’m anxiously awaiting the release of the next movie- and this time I might just actually go to a midnight showing… on a school night!!!

Wikipedia Lesson Plans

This afternoon I read the article, "Are We Ready to Use Wikipedia to Teach Writing?" by Robert Cummings. It was really interesting to hear the different points of view regarding whether or not using wikipedia in the classroom is credible. There were numerous blog commentaries following the article that were also “entertaining” to read.

My college literature students write a few essays, and I caution them against using wikipedia. I don’t make a huge issue about it, but I mention that when they really are in college next year, using wikipedia most likely will not be acceptable. It’s an interesting place to look to get general information- I know I do!! But for an academic essay, there are more credible resources available.

However, what I most enjoyed was a couple of lesson plans that were mentioned. Cummings himself uses wikipedia as a place for his students to write and be published. Throughout the course he brings the students from writing only for him, the teacher, to building up to larger audiences- culminating in the world wide web. Students learn about audience, voice, and how to deal with feedback once their reviews are published on wikipedia. I was very intrigued by this lesson idea.

Further on, a person names Jami, who is a lecturer at Cornell University, suggested a lesson in which students can research a term or concept on wikipedia, then they must further research it in different locations, then write about the comparisons and contrasts.

But ultimately, with anything, any type lesson of lesson should be done in moderation. It’s important to differentiate in your classroom- so using wikipedia as one lesson should be completely acceptable.

New Technology Takes Time

I’ve definitely been adding more technology to my classroom and it’s been enjoyable. But with the changes comes a great deal of work on the forefront.

LCD-
So now that I have a working LCD projector- and a remote (so I don’t have to drag up a desk to stand on it every time I want to turn it on and off!), I’ve been making more PowerPoints. I’m converting most of my “overheads” to PowerPoints. In the long run this will be great because I can reuse- but for now, it’s extra time.

Wiki-
Now that my students have been commenting on the literature on the wiki, I’m realizing the need to create some kind of rubric for evaluating student comments/questions. Obviously, I should tell the students ahead of time that I’m also looking for depth of thought. So, my next goal is to create said “Wiki Comment Rubric”.

Overhead Screen-
One would think that now that I’ve got my LCD projector I’m good to go in the technology department for awhile. Well, a new complication has arisen. Suddenly, after 18 years of its existence, my overhead screen will not stay down!!! I literally had to have a student hold it in place while I did a PowerPoint. Two steps forward, one step back!!!

Wiki- Take 2

I presented my wiki to my College Literature class the other day. They sure seemed enthusiastic. I actually had one kid almost come out of his chair clapping when I announced I had created a class wiki (He’s very techy!!). They enthusiastically gave me their e-mail addresses so that I could “invite” them to join.

I have required that students must post five comments/questions throughout the duration of the novel. Most have posted already. The responses are varied. Clearly, there are students who thoughtfully articulate their responses- full sentences with focused examples. Then there are students who basically twitter their responses.

I’d be very interested in doing some kind of “study” to see if the twitter-type responses are coming from students who spend a great deal of time using technology. Or is there a difference between length based on gender: girls write more? Or is the difference based on certain students who would typically write more because they figure it will get them a better grade? Hmm… something to investigate down the road.

Another comment from my students was that they want to have anonymous usernames. They already know that classmates will have pre-conceived expectations of the kinds of comments someone will write based on his/her reputation. For example, they know that Person A is very thoughtful and analytic- so no matter what he says his peers will think it’s the “right” answer. Conversely, Person B is a silly jokester- so no matter what he says his peers will think it’s funny. I thought this was very insightful and mature from their end.

Wiki- Take 1

Well, I was pretty proud of myself today- I created a wiki page for my college literature class! I was initially inspired by Jenn in her presentation on the “Fun Stuff I Found.” Then I was chatting with a friend who teaches at Eden Valley Watkins High School, and she also teaches a college course. She invited me to join her wiki page, so I did. I was impressed with all that she had included for her students.

I then created my own account, and started a page. My initial goal is to have my students post comments regarding the book we’re reading at least five times per novel, with at least one of those comments being a response to another students comments/questions.

Tomorrow I will get all of my students’ e-mail addresses so that I can invite them to join. They are a great group of students, so I trust them to be flexible and patient with my unfamiliarity with technology. I’m actually pretty excited to see how it works!

Technology Equipment

My principal has been very encouraging of my taking English 652. He’s a former business teacher, so he’s an advocate of incorporating technology into the classroom. I have shared with him during various meetings about the new ideas I have been learning about- wiki, blogging, MOOing, etc. He allegedly refers to my new knowledge with other departments- which is quite complimentary.

Therefore, I find it quite interesting that within the last week I have suddenly found a working LCD projector in my ceiling! I’m grateful, because now I don’t have to lug the portable one from the media center, move my computer to the middle of my room so that the cords will reach the overhead cart, and set it up the few times that I actually use it.

My principal has also assured me that I will be receiving a Smartboard by next fall, too. I can definitely see myself using more technology with these simple additions to my classroom. Admittedly I don’t use my computer often in teaching lessons, as it is a complete hassle getting the appropriate equipment (LCD projector). Obviously it’s common sense, but I’ll be much more likely to apply the great lessons I’ve been learning in English 652 when I have the proper tools at my disposal!