Teaching Popular Sports
"Athletes, for instance, have been shown to have higher graduation rates and better grades than their non participatory peers," (pp. 105).
"In fact, athletes, more than any others , have found ways to work together across multiple lines of difference including race, ethnicity, religion, and socioeconomic status," (pp. 105).
The question I have: Why? And how to do we get to help students see why this takes place?
"I took Calebs comment to mean that he could not read and relate to texts in a manner that would earn him academic credit," (pp. 107). I work with a third grader named Jasmin. We work on inferring from facts and developing a main idea using context clues. Sometimes she says: "Mr. G, I can't read." Sometimes I get discouraged when she says that because she can read well, but from Morrell to Caleb, I now understand why she had trouble coming up with and inference from a fact or a main idea from a context clue, comprehension is her off-set.
"Teens are often more motivated to play for a particular coach than they are to complete the literacy tasks required in secondary classrooms," (pp. 113). Of course there are youth who don't necessarily enjoy watching sports. Give students the option to find something about sports that they like and turn it into a form of literacy in the classroom.
Saturday, January 31, 2009
Linking Literacy and Popular Culture. Ernest Morrell
Teaching Mass Media
"Some punidts and philosophers predict that the English departments of the twenty first century will look more like media and cultural studies departments," (pp. 93). Does that mean I am going to have to get a mass media degree?
I AGREE: "Individuals wishing to remain informed need to learn to read news media carefully," (pp. 94).
It seems like the overall concept of teaching media literacy is to separate the perceptions media develops about certain cultures. Commercials for certain audiences come on at certain times. Morrell mentioned on page 99 that students/youth seldom question commercials and advertisements. Almost every kind of advertisement carries a perception about a certain culture. It's a good thing to see youth recognize these advertisements and pick them a part. Doing this gives them a mature stance to see where advertising places them.
"Teachers and students can work together to create a class website or newsletter that provides counter narratives of reality," (pp. 100). That is similar to what is going on right here, but in a different fashion.
"Some punidts and philosophers predict that the English departments of the twenty first century will look more like media and cultural studies departments," (pp. 93). Does that mean I am going to have to get a mass media degree?
I AGREE: "Individuals wishing to remain informed need to learn to read news media carefully," (pp. 94).
It seems like the overall concept of teaching media literacy is to separate the perceptions media develops about certain cultures. Commercials for certain audiences come on at certain times. Morrell mentioned on page 99 that students/youth seldom question commercials and advertisements. Almost every kind of advertisement carries a perception about a certain culture. It's a good thing to see youth recognize these advertisements and pick them a part. Doing this gives them a mature stance to see where advertising places them.
"Teachers and students can work together to create a class website or newsletter that provides counter narratives of reality," (pp. 100). That is similar to what is going on right here, but in a different fashion.
Linking Literacy and Popular Culture. Ernest Morrell
Teaching Film and Television
The God Father vs. The Odyssey . I think I might have to use that idea, it sounds like a good one.
"It was not uncommon for students to differ in their interpretations and have heated discussions over possible meanings of images , camera angles, dialogue, and so on," (75).
It mentioned that during a Time to Kill there were racial riots which brought in the Carl Lee Trial. I wonder what movies were put out that relate to the Rodney King incident.
"The class here is beginning to relate the popular cultural text to their everyday lives." (pp.77). This sounds good and dandy, and I'm sure the students are having a blast, but are there or were there certain standards that a teacher had to follow, and what standards is he or she following when they conduct lessons like these. After reading a little further I realize that this instructor is taking these different forms of texts and having students relate them to bigger issues in society.
In one of the groups discussions they talked about femininity and sex roles. Do they grasp those concepts just from this assignment, or do they have to dig deeper before they get into the different texts? Let us pretend that they are supposed to dig deeper into issues of femininity and sex roles before the movie portion, does the instructor have it all laid out? Does he let the class know what the whole overall objective is, or is it best to introduce a little bit at a time? (HELP ME ON THAT ONE).
SHALIA: "If it wasn't for someone in 1919 to speak out, we wouldn't have a voice now," (pp.83). Was the prior knowledge taught by the instructor to help her infer this?
ANSWER TO A PREVIOUS QUESTION: "Teachers were excited about creating lesson that interested and related to students while simultaneously satisfying district and state curriculum standards," (pp. 89). It's finding a happy medium between teachers and the students.
The God Father vs. The Odyssey . I think I might have to use that idea, it sounds like a good one.
"It was not uncommon for students to differ in their interpretations and have heated discussions over possible meanings of images , camera angles, dialogue, and so on," (75).
It mentioned that during a Time to Kill there were racial riots which brought in the Carl Lee Trial. I wonder what movies were put out that relate to the Rodney King incident.
"The class here is beginning to relate the popular cultural text to their everyday lives." (pp.77). This sounds good and dandy, and I'm sure the students are having a blast, but are there or were there certain standards that a teacher had to follow, and what standards is he or she following when they conduct lessons like these. After reading a little further I realize that this instructor is taking these different forms of texts and having students relate them to bigger issues in society.
In one of the groups discussions they talked about femininity and sex roles. Do they grasp those concepts just from this assignment, or do they have to dig deeper before they get into the different texts? Let us pretend that they are supposed to dig deeper into issues of femininity and sex roles before the movie portion, does the instructor have it all laid out? Does he let the class know what the whole overall objective is, or is it best to introduce a little bit at a time? (HELP ME ON THAT ONE).
SHALIA: "If it wasn't for someone in 1919 to speak out, we wouldn't have a voice now," (pp.83). Was the prior knowledge taught by the instructor to help her infer this?
ANSWER TO A PREVIOUS QUESTION: "Teachers were excited about creating lesson that interested and related to students while simultaneously satisfying district and state curriculum standards," (pp. 89). It's finding a happy medium between teachers and the students.
Teaching Popular Music. Ernest Morrell
At Northwest Passage Charter School, my niece did a project where she interviewed people asking them; What is youth culture to you? She was involved in this project to find out more about her own self identity and culture. For youth to find out about origins of Hip-Hop and compare it to different works from different eras and relating it to social events gives youth a chance to think more deeply about their culture.
"It's Urban Americans expressing their struggles in Urban America where they were forced to deal with poverty and alienation." This is a definition that a student came up with while doing the Hip-Hop Research project. It fantastic that students can use a part of music to express themselves. What about the youth who don't listen to the music? Where do they fit in to all of this?
Students gained structure on how to conduct research, plan interviews, write notes, and publish papers. The hip-hop project seems to be a great stepping stone to pull in students interest and get them to learn some basic tendencies of an English class.
"Selecting songs that may not have the largest appeal, but are important for the large goals of the class," (pp. 70).
"It's Urban Americans expressing their struggles in Urban America where they were forced to deal with poverty and alienation." This is a definition that a student came up with while doing the Hip-Hop Research project. It fantastic that students can use a part of music to express themselves. What about the youth who don't listen to the music? Where do they fit in to all of this?
Students gained structure on how to conduct research, plan interviews, write notes, and publish papers. The hip-hop project seems to be a great stepping stone to pull in students interest and get them to learn some basic tendencies of an English class.
"Selecting songs that may not have the largest appeal, but are important for the large goals of the class," (pp. 70).
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