I brought some books with me to leave at the Durban Writing Project site and I've been rereading this Katie Wood Ray classic. Even if you don't teach in the elementary, you won't go wrong with this book that balances pedagogy with practicality.
One part talks about selecting books to read aloud, not only to model good reading, but to get the sound of good writing into students' heads (79). For as many pieces that are chosen for students that will appeal to them as readers, we need to fill their diet as writers by including books with stunning, rereadable language.
What pieces do you gravitate towards as read alouds with beautiful language?
After 20 years of teaching, I never get tired of Sandra Cisneros' House on Mango Street. Her imagery still leaves me breathless. I also enjoy the different kind of imagery in Juliet Kono's "love" poem "Tongue" although I admit to not reading the last line because it doesn't server my purpose for sharing it in the first place. I like to read local poems so that students see that their voices are valid and publishable without trying to sound like someone they're not
What's on your read aloud list.
Passion I have. What I need is to practice my elevator speeches, those short informative program synopses that can be done in the time it takes to ride the elevator. Of course it will take me 4 posts. Post 1: The honua: building on solid ground The Alana culture-based education course is graphically depicted by the above logic model. The honua (green box), the earth, represents the mo'ok ūauhau, the geneology of this program that informs and guides the building of this course. Dr. Shawn Kanaʻiaupuni and her team lay the foundation for culture-based education (CBE) modeling and immersion within the course. Dr. Walter Kahumoku and Keiki Kawaiʻaeʻa, in consultation with Dr. Bernice McCarthy (4Mat) bring to the geneology the work of moenahā, a curriculum planning concept based on the way kupuna taught. Makawalu, literally eight eyes, is a concept practiced by Kaʻimipono Kaiwi and her teachers at Kamehameha Kapālama to encourage multiple perspectives in the standards-b
Comments
One of the teachers at LWP has a critical question
"Does place based writing motivate students?" --
Thought about students who have traveled elsewhere,
how they can compare and contrast Hawaii to some-
place else. Hopefully they'll appreciate this place more? Then thought of your PhD research, wonder if
it matters if students have traveled out of Hawaii?
Will they be more motivated to find sanctuary in this
place? Hope you had a great trip. LWP ladies are
wondrous writers. Mahalo for this opportunity.