The Times They Are a Changin'

As an English teacher, most people would probably assume that I would automatically say that textese is bad. But as with anything in this world, I don't think it is a black/white issue. In other words, I have mixed feelings about it.

What it boils down to is that I think there is a time and place for textese. An email to your boss and a text to your BFF are two very different things .You naturally (and it's usually done subconsciously) talk differently to me than you would one fo your friends in the hallway. So, it would be natural to write differently to the two groups. So, I have no problem with textese if it is used in the correct manner. Putting it in a resume or a formal paper (unless it is a paper discussing textese obviously_ may not be the best thing. But using it in a short story while describing texts from teens or to talk to your friend? That's OK (that being said - I never use it in texts or Tweets, but that's the copy editor coming out in me).

English changes. The world changes. People change. It's just the way it is. It always has. English is a living, breathing creature and it should be OK (and welcomed and encouraged) for it to change, have new uses, and have new words added t0 it. Having it change helps ensure that our language is current.

Change is not bad - change is good.

To Be Scared or Not to Be Scared

As today goes on, I hear the groans and fear about having to read Shakespeare and delve into Romeo and Juliet. But, it's really not as hard as you think. Yes, it will take some getting used to, and it won't be a walk in the park. But, you will get it. I'm not going to let you leave without getting it. I will hold your hand through this process and will break it down for you. I'm not going to let you flounder through it on your own. When we finish - you may not like it still (which is perfectly OK) - but you will have conquered it.

I'll give full disclosure - I LOVE Shakespeare. Enough so, that my best friend and I waited for stand by tickets to go see Shakespeare in the Park in Central Park for 90 minutes. I've seen, listened and read enough of them that they aren't hard for me to understand anymore (yes, at one point, Shakespeare was as easy to read for me as Russian would be). So, I get really excited for this unit. I love teaching it, and I love it when I see you guys start to get it.

I take away something new from this play every year. Shakespeare's writing is so complex and intriguing, it's almost impossible to get everything he's included in a first read. Not only that, but there's at least once during this unit that you guys bring up something that I haven't thought of or realized about the play. That's the beauty of schema and personal experiences; we all bring new ideas to the table, which gives us new insight into what we are hearing/reading. So, with any luck, this play will always keep changing for me.

Going back to being scared - you aren't the only one. Believe it or not, when I started teaching this two years ao, I was scared to death. How was I going to make it relevant/interesting/exciting? What if I missed stuff? What if I didn't explain it well enough? But, once I started teaching it, I realized those were all silly thoughts. I did fine with it. Not as well as I would have liked to, but I keep making improvements every year. I notice what I leave out and listen to what you guys need/are confused with. It's still not perfect, but with your help, I get better. Just like with my help, you'll get this!

Costuming fun

I think dress-up days are a good idea. I always liked homecoming week when I was in high school and usually participated with them. Now, there were some days that I thought were stupid and refused to participate - but that was just because I was a moody teenager that had to go against the grain sometimes.

Now, as a teacher, I still like them. I try my best to go along with them - although sometimes I have a hard time coming up with an idea.

PJ day is my absolute favorite day of all. It quite frankly could be my favorite day of the year. It's fantastic to be able to come in flannel pants and a T-shirt AND get to wear my slippers. (This year, it's a little less than exciting because since I've been sick the past week, I'm wearing exactly what I've worn since last Tuesday night. But, it also made it nice to re-enter the world of the living this week.).

So, yes, I've got an outfit planned for every day this week. Except thrift store day. I don't feel like going to one, and I don't have anything at home that would work. Sadly, if I had been in high school, I could have worn almost anything in my closet and it would have worked for that day.

One of my favorite homecoming years was the year we did different decades. Each class was in charge of a different decade (50s, 60s, 70s and 80s). Our hall decorations and float ideas all centered around that era. And, each day was one of those years. It wasn't as crazy or out there as some of the years, but it was still a lot of fun (and again, easy from my closet of thrifted clothes.)

High school is the only time you'll get to do things like this - so take advantage of it!

Need story ideas?

So today's post isn't so much of my writing, but instead it's a guide for you guys to help you come up with ideas for your story.

Here's some places to go:
*Google "story starters"
*any daydreams
*rewrite your favorite story/book/movie
*take your characters from a favorite story/book/movie and put them in a different situation
*add a chapter/scene to your favorite book/story/movie
*take an experience you've had and fictionalize it
*write a story around your favorite video game

My goals for second semester

Here are a few of my goals for this semester (in no particular order):

1. Be more involved with what you guys are reading.
       A. Keep better track of it.
       B. Talk to you more about your books.

2. Write more.
        A. Make sure to share it with you guys more - especially what I struggled with while writing it.
        B. Post more on this blog!

3. Give more feedback about your writing.
     A. Talk more during the writing process and move away from commenting on the rough drafts.
     B. More face-to-face talks about it.

4. Talk more about what I'm reading.
     A. Document what I'm reading in the classroom while I'm reading the book instead of putting up the title when I'm done.

5. Provide opportunities for you to have conversations with each other about what you're reading.