Hey guys! I hope all is well! I have some thoughts that I would like to share with you today. I recently read Chapter 11, from the book: Building Adolescent Literacy in Today's Classroom, and found some fascinating information.
Bomer shares different ways in which notebook entries can be implemented in the classroom. The entries that I found interesting are as follows:
Writing Toward What is Significant
This entry takes students to another level of writing. Students in schools usually have to write about past narratives, memories, or even events that happen daily in their lives. Yet, some narratives demonstrate no substance or meaning behind the words that are written. When students have the opportunity to write beyond the "what is obvious phase," they not only become thinkers, but writers of importance. Yes, writing comes in various forms, shapes, and sizes, but student writing should have some impactful value. Valuable writing contains morals, values, hope, advice, justice, respect, forgiveness, love, etc. This type of writing can only come to fruition in the classroom, when educators convince students that their thoughts, their culture, their past, and family values are essential. I am really considering including this kind of entry in my classroom, because it will motivate students to take their writing further. When writing has a purpose, it involves those who read it. In my classroom it can be incorporated not only in expository writing, but also in imaginary writing too. My students can become the future writers of moral stories.
Writing from Multiple Perspectives
Adolescents usually see things from only their perspective. Seeing things from the (me, myself, and I) perspective limits students to write superficially. This mindset can be transformed, when students have a mental note of the different viewpoints that characters have, in their own stories. Students should be exposed to literature that models multiple perspectives. These entries, would not only add details to a story, but expand the mental state of thinking. I would definitely like to try these kind of entries in the classroom, and integrate reading about past, or current events. Multiple perspectives would be emphasized, by demonstrating the many ways people are affected by these events.
Bomer mentions that in the classroom there should be "Intentional Strategies vs. Assignments." This means that the writing comes solely from the intentions of the writer. Notebook entries shouldn't become an assignment, but a safe haven of expression for the students. Although, these entries can be used to write further about a certain topic of interest. Once a topic is chosen, a writing piece can be created, with the help of the writing process.
Thank you for reading! Let me know what your thoughts are.
Seeking Fruitfulness,
Evelyn Portillo-Recinos
Bomer shares different ways in which notebook entries can be implemented in the classroom. The entries that I found interesting are as follows:
Writing Toward What is Significant
This entry takes students to another level of writing. Students in schools usually have to write about past narratives, memories, or even events that happen daily in their lives. Yet, some narratives demonstrate no substance or meaning behind the words that are written. When students have the opportunity to write beyond the "what is obvious phase," they not only become thinkers, but writers of importance. Yes, writing comes in various forms, shapes, and sizes, but student writing should have some impactful value. Valuable writing contains morals, values, hope, advice, justice, respect, forgiveness, love, etc. This type of writing can only come to fruition in the classroom, when educators convince students that their thoughts, their culture, their past, and family values are essential. I am really considering including this kind of entry in my classroom, because it will motivate students to take their writing further. When writing has a purpose, it involves those who read it. In my classroom it can be incorporated not only in expository writing, but also in imaginary writing too. My students can become the future writers of moral stories.
Writing from Multiple Perspectives
Adolescents usually see things from only their perspective. Seeing things from the (me, myself, and I) perspective limits students to write superficially. This mindset can be transformed, when students have a mental note of the different viewpoints that characters have, in their own stories. Students should be exposed to literature that models multiple perspectives. These entries, would not only add details to a story, but expand the mental state of thinking. I would definitely like to try these kind of entries in the classroom, and integrate reading about past, or current events. Multiple perspectives would be emphasized, by demonstrating the many ways people are affected by these events.
Bomer mentions that in the classroom there should be "Intentional Strategies vs. Assignments." This means that the writing comes solely from the intentions of the writer. Notebook entries shouldn't become an assignment, but a safe haven of expression for the students. Although, these entries can be used to write further about a certain topic of interest. Once a topic is chosen, a writing piece can be created, with the help of the writing process.
Thank you for reading! Let me know what your thoughts are.
Seeking Fruitfulness,
Evelyn Portillo-Recinos
