Writing Across the Modes Collection

ECI 509, Integrating Writing and Technology Student Name: Chelsea Gerhard Francis

Reflections on myself as a writer:   I  have  never  considered  myself  using  the  lens  of  “writer.”  My  literary  ventures  have  always  trended  toward  reading  an  unhealthy  amount  of  books  (I  always  take  a  large  bag  with  me  to  the  public  library)  and  writing  the  assignments  required  by  my  teachers.  When  I  wrote,  it  was  in  a  “rip  the  bandage  off”  kind  of  way  that  allowed  me  to  get  back  to  whatever  I  was  reading—the  kind  of  writing  that  involves  very  little  forethought  (or  post-­‐thought,  really).  Because  I  read  so  expansively,  teachers  always  praised  my  writing,  and  I  was  content  to  carry  on  in  this  vein  indefinitely.  

  In  my  personal  life,  I  have  a  shelf  of  notebooks  filled  with  one  page  worth  of  “Dear  Diaries,”  and  “I  promise  to  write  again  soon’s.”  I  wrote  poetry  annually—every  May,  my  mother  could  expect  another  self-­‐conscious  and  formulaic  poem  about  how  she  is  the  “BEST  MOMMY  IN  THE  WORLD.”  In  class,  when  poetry  was  requested,  I  chose  haiku…quick  and  easy,  with  the  added  bonus  of  versatility  and  impersonality.  The  only  writing  I  felt  good  at  was  the  hard-­‐and-­‐fast  “make  an  argument  and  support  it”  kind  of  writing  that  (fortunately)  is  so  favored  by  higher  education’s  English  classes.  

  From  this  course,  I  have  gained  some  ability  to  express  myself  as  a  writer.  However,  a  lot  of  that  ability  growth  came  with  a  direct  blow  to  my  writing  self-­‐confidence.  I  no  longer  feel  that  a  piece  is  well-­‐written  simply  because  I  authored  it,  a  good  realization,  but  I  also  no  longer  feel  as  blithely  confident  sharing  my  thoughts  with  others.  As  I’ve  become  better  at  writing  for  myself,  I  have  lost  some  of  my  ability  to  write  for  others.  (Is  there  another  course  I  can  take  for  that?)  

 

Expressive This year, I have discovered the joy of letter writing. Between wedding showers, the

actual wedding, and wedding gifts, I estimate that I have written over 300 thank you cards—each one personalized to the receiver. Because of this practice, I feel that I have become much better at crafting a three-to-four sentence snapshot of my feelings about a person (or the gift they have given me). This did spill over into my writing for the class. I felt comfortable writing my “Impressions of England,” for example, because I have experience with evaluating my feelings and beginning to translate that to writing. I recognize that I can still improve, but I approach that learning with excitement, rather than trepidation.

Expository I enjoy the analytical side of expository writing. I like formulating an argument and

creatively supporting my assertion. I have never been a “touchy-feely” writer, so my tendencies when writing have always bent toward purpose driven writing (business letters, essays, and the like).

Poetic I still approach poetry from an “I can not do this” perspective. I had the most difficulty

completing the poetic section of my writing portfolio, largely because I have never had to share myself through poetry. I have decided that though poetry can have extremely restrictive structures, they are the most revealing of your inner self. I suspect that without a set of requirements to write, I could go my whole life without creating another poem—however, I equally suspect that if I were to devote myself to occasional poetic inspiration I would be a more grounded and introspective individual. I think that my favorite assignment for poetry was the “Where I’m from” poems, mainly because my childhood is an easy and nostalgic place for me to go. I struggled to write poems that deal with anything topical or relevant to my current life-though I know better, poetry still sometimes seems like a flowery out-pouring of all that is beautiful in the world, despite all the evidence to the contrary—a form too “light” to be taken seriously.

Part I. Expository Writing

Scribe Report May 18, 2013

I am going to try to “lower the bar” a little from “Golden Glova” and “Laude Lisa” so the rest of our scribes won’t have such a high standard to meet!

Getting to know each other!

Sara made fantastic trading cards of each person going on the trip! A few highlights:

• Justin Richards’ super power is to “Dance, Dance Dance!” • I’d like to compete with Jill (and probably May) in Harry Potter trivia • Elliot can burp on command • A large number of you are great at organizing (tips, please?)

We missed Curtis, who was at a surprise (shhhh!) party for his graduation! He will email us with the things he liked from our poems, and we need to reply with our notes from his poem in order to earn his trading card.

Q & A on England

SO MUCH INFORMATION!!

Before you leave:

• Contact your banks/credit card companies to let them know you’ll be travelling abroad.

• If you’re changing money, do so at AAA, your bank, or in England at the post office.

• Make copies of your passport, driver’s license, and credit cards o Leave a copy of this at home, bring a copy with you

Arrival:

• Know that we’ll eat “plastic and cardboard” on the plane and will be arriving at 6:15 AM local time (middle of the night, our time)

• Have passport and return ticket available…declare anything you need to declare by getting in the “red gate” line.

Accommodations:

• We will have sheets, pillows, and towels provided—however, you don’t want to drink the instant coffee.

• Pictures are on the moodle site!

Money:

• Slang! o Quid=Pound o P=pence

• Rule of thumb: take the price in pounds and add half (ex: 20 pounds is about 30 US dollars)

• You can get a travel card from a credit union to avoid the conversion fees from your regular cards (3-10%, I’ve heard)

Security Abroad:

• Be sensible and aware! Gents: put your wallet in your front pocket. Ladies: invest in a cross body bag.

Travel:

• visitlondon.com is the recommended website for your travel needs • Think about getting a student ID so you can receive discounts! • Remember—some days have specific perks for travel:

o Saturday you can visit the markets (July 20th) o Sundays you can visit churches for a free service (otherwise you

have to pay for a tour!) • Consider bringing snacks and a jacket with you always.

Communication with home:

• Make sure your phone company knows you are travelling • Turn phone to wi-fi only…use for pics & face time/skype • Can buy an international travel sim card on Amazon

TPACK

“Communication tools don't get socially interesting until they get technologically boring”

-Clay Shirky

The focus with Dr. Morrow’s presentation was the affordances and constraints of technology. It is important to note that this isn’t strictly “positives” or “negatives,” but rather a look into the way we use the technology we have.

To me, it seemed that the essential question we should be asking ourselves about technology integration is “What can this technology do for me that I couldn’t have accomplished without it?” That question brought us to the TPACK model:

This looks at the way that teaching (and the requirements to be a teacher) has changed. Once upon a time, you could become a teacher if you knew as much as the highest level you taught. Eventually, people realized that there are specific ways to teach content (pedagogy). The overlap is the idea that an Art teacher would teach content differently than a math teacher. The technology overlap is essentially two questions:

• How can technology support my content? • How can technology support my pedagogy?

Finally, we heard about some awesome resources (Pecha Kucha, and the handouts) and ate a delicious lunch.

One-Sentence Summary Beginning with the cupboard under the stairs and a brief

video, the “Making of Harry Potter” was an amazing experience that toured sets used for filming, gave a chance

to fly a broom, included a trip through Diagon Alley, and ended with a magical view of miniature Hogwarts.

Summary Paragraph

Droplets of water bead around a pint of cider. The Wi-Fi is in high demand as each resident of our booth takes the time to check email and catch up on home. In the pub, voices rise and fall in happiness and argument. The doors and windows are propped in the hopes of a breeze, and passersby glance in the window—perhaps sensing the watchers inside. Camden—destination for tourists and perhaps a few locals—bustles with Saturday’s market traffic.

First Expository Extra: Rationale for writing a thematic unit around “Choices”

Choice is an integral part of life. From questions as mundane as “What should I wear today?” to

questions of the utmost importance, such as “How are my choices now going to affect my future?” students

today are faced with more choices than ever before. The ability to choose is a function that must be carefully

cultivated, because in this society of vast internet access and of individual power, the choices we make can have

broad reaching impacts.

An integral teacher’s job is to produce well-rounded individuals. If a teacher only succeeds in the

academic realm, he or she has only been halfway successful. In schools, often, we don’t put enough emphasis

on the character traits that will allow our students to succeed in real life, because of the focus on “the test.” But

the element of choice supersedes any confining definition. Teachers can both emphasize the critical element of

choice throughout the curriculum and make sure the student receives the information necessary to succeed now,

on the fifth grade tests, and in the future.

At the fifth grade level, students are feeling the freedom of being the “big kids” at their school. A child’s

attitude can flip dramatically as they get older, and the pressures of peer approval and media messages can

become overwhelming. As fifth graders, students are primed to start learning about choices, because this is the

age at which many start to yearn for and receive more independence. If students aren’t aware of how long

lasting their choices can be, they may be tempted to take what is fun and easy (video games and “being cool”)

over what may be difficult, but rewarding in the long term (studying, cultivating a good reputation).

Though teachers themselves do not have much choice in what to teach about science due to the

requirements of the Standard Course of Study, I can present students with the opportunities to make choices

about their science learning. As we begin to create our own experiments and look into the way scientists make

predictions—part of the landforms unit—I can emphasize to students the proper way to approach science. We

can discuss the fact that it doesn’t matter whether a prediction is right or wrong as long as we can explain why

the results were what they were. Good scientists make certain choices about their work, which includes writing

up their experiments as authentically as possible. Additionally, while learning about landforms, we can discuss

the immense impact we have on our environment, and the responsibility that comes with that impact, and how

our everyday choices can impact the world around us.

Because one of the emphases of the unit is that our choices can impact others and our future, the social

studies section will incorporate study of the accomplishments of those who came before us, as well as

examining the choices they have made. We will be examining the founding documents of the United States,

from the Declaration of Independence to the Constitution to the Bill of Rights and talking about why these

documents were written, in addition to the people who created them. We will look at the government, and how

it has changed over time thanks to dedicated individuals. We will also look into the role of a historian, and why

people study history. We will also write to Congressman David Price, and (if we go to DC) will meet him and

speak with him about the contents of the student letters. These studies are meant to give students insight into

what an individual can accomplish, and show students that they have power as individuals.

Literacy involves an analysis of why authors write, as well as determining the point of view in a piece of

writing. My goal is for students to become critical responders to the world around them. We’ve set a precedent

in the classroom to analyze literacy in many of its incarnations, including photography, video, and text. I would

like to take this a step further and use our literary analysis techniques on pop culture and mass media messages

to help students become independent thinkers. When we are writing, I will place an emphasis on application of

the skills we are picking apart in the creations of others. We will write pieces from different points of view and

for different purposes. Students will self-select a piece which we will publish in the form of a CD of read-aloud

essays (or poems, etc.)

Some element of technology will come in the form of the creation of these CDs. In addition to this, I

plan to integrate computer-literacy with the addition of how to search for information online (and how to tell

appropriate sources from inappropriate ones). These skills are important in terms of respect because we are

creating learners for the 21st century, and that includes learners who respect the power of the internet, and of

technology. This respect extends to being critical consumers of the internet, by analyzing the sources for

validity, and by recognizing that something that has been published online is not necessarily true. I will also try

to use every opportunity to bring technology into the classroom in the form of laptops, flip cameras, digital

cameras, and (hopefully) a classroom Promethean board.

Finally, the biggest arts integration in my classroom will likely be the dramatic performance of a written

piece for the classroom CD. However, I intend to include a literacy project that, if successful, will integrate quilt

making, a mathematical and social studies integration.

This unit teaches a critical habit for students: informed decision-making. Students will be interested

because the information is meaningful. Students can relate to the mass media messages they will be asked to

analyze. Students will be able to see how their burgeoning independence can lead to decision making in which

there is no inherently “right” answer. Everything I will discuss is meaningful to students’ immediate lives, right

down to the Constitution. As of now, we are planning to go to Washington DC, and I assume we will get to see

these founding documents firsthand. Because we are giving the students every opportunity to relate the topic of

this unit to their daily lives, they will find this unit meaningful in a way that a topic that tells them what to think

or how to do something would not.

Second Expository Extra: Cover letter.

Dear Mr. (Principal),

As a senior graduating from Chapel Hill with a degree in Elementary Education, I was excited to find out they were building a new elementary school, if only because it meant teaching positions in Durham. However, as I continued to check the website and listen to news about the school’s development, I quickly realized that Sandy Ridge seemed like a great fit for me, and I feel that I could bring a lot to the school environment. I just learned that you have started the hiring process from (Name Removed), and since I love working with her at Club Boulevard, I realized that I just had to contact you right away about the possibility of working at your school.

I am passionate about a lot of things in education; as are most prospective teachers, but I feel I have a few skills and experiences that set me apart from the rest. The first is a huge love of reading, which drove me to get a minor in English. This enthusiasm for reading also lead me to create an “Author’s quilt” of author signatures, from Judy Blume to Lemony Snicket to Beverly Cleary, a great tool for showing students that what you write does matter to important people. I am also a firm believer that we can use technology to enhance all facets of our curriculum. I am currently working on a unit in which my students select a piece of their writing to read into a digital voice recorder, download on a computer, then edit into one final CD compilation of their performances.

There are so many things I could say about why I would love to be at an Arts magnet school, or about how the partnerships the school is forming seem like wonderful opportunities. I would love to meet with you to discuss my resume and how excited I would be to be a member of your staff. I am currently full-time student teaching, but am willing to find a temporary sub for a morning or wait until spring break to talk to you—whichever works better for your schedule.

Thanks for your time,

Chelsea Gerhard

Part II. Poetic Writing

Where I’m from By Chelsea Gerhard

April 30, 2013

I am from sunshine on a yellow tablecloth, doing homework after school.

From bunk beds with my little brother, too scared to sleep in his own room

I am from bicycles stored in the shed, smelling like mown grass and gasoline.

From catapults and broken noses- realizing I’m braver than I thought.

I am from summer and sand bars and sunburn

sleeping so well that I wake up at dawn And rinsing off sand on the screened in porch,

feet in a bucket and waves in my dreams.

I am from Girl Scouts-brownies to Gold Award making forts from crates of Thin Mints and Tagalongs.

From walking to Taco Bell and playing cribbage on daddy daughter dates.

I am from home videos- “wave at the camera!” and such a large family (I’ll never be lonely).

From lucky. From treasured.

From loved.

Biopoem Examples: Poem about Se lf :

Biopoem about self- July 19, 2013

Chelsea

Warm, Happy, Genuine, Shy

Sibling of Billy, Daughter of Geoff and Lori.

Lover of reading during thunderstorms, drawing beauty out of junk, and baking with Aaron.

Who feels anxiety with confrontation and joy with resolution.

Who needs reassurances, Diet Coke, and very good directions.

Who gives support, friendship, and laughter.

Who fears for the future, worries about the now, and forgets slights that have already passed.

Who would like to see more forgiveness, love, and understanding between people.

Resident of North Carolina

Was Gerhard, now Francis

F irst Add it iona l Poet ic writ ing :

Biopoem about Severus Snape

Severus

Supercilious, Impulsive, Steadfast, Passionate

Son of Eileen Prince and Tobias Snape

Lover of sharp knives, perfection, and solid bottom cauldrons

Who feels impatient about incompetence and disdain for bad directions

Who needs to feel that his life has meaning

Who gives his life to false ideals, spying, teaching, and protecting

Who fears what his actions have wrought

Who would like to see the downfall of Voldemort…and Lily Potter

Resident of Hogwarts

Snape

Second Add it iona l Poet ic Writ ing :

Poems Created in Class with Dr. Buckner

S imi le Poem:

As soft as a fresh jumbo marshmallow As soft as the rustle of leaves in spring As soft as my ancient flannel sheets Is my pillow at the end of a long day.

Emot ions and Senses Poem:

Happiness Happiness is a golden butter yellow

It sounds like your favorite song, unexpectedly on the radio It smells like extra cinnamon in your oatmeal cookies

It tastes like deviled eggs at Thanksgiving, Christmas, and Easter Happiness feels like the soft floppy ears of a new puppy

Contrast Poem:

Early Bird Sitting in an arm chair

The sun is rising My coffee is hot

My book is intriguing

Suddenly, alarms go off. Begrudgingly, people rise to face the morning

Things to see and do today Chatter and clatter over breakfast.

Part III. Expressive Writing

All About Me

Myself (adjectives that describe me)

Tall, Warm, Happy, Genuine

My strengths

Reading, Baking, Creating

My Weaknesses

Conflict, Distraction, Netflix

Who or What do I love?

Family, Aaron, Books, Friends

What makes me Sad?

Cruelty, Thoughtlessness, ASPCA commericals

What makes me Angry?

Injustice, Inequality, Assumptions

What do I need?

Support, Love, Friendship

What do I give?

Encouragement, Cheerleading, Truthfulness

What do I fear?

Becoming redundant

What would I like to see?

The World

Design A Room

In the large echoing room, rain beats the window in a steady drumming, obscuring the world beyond the glass panes. Rich dark cherry floors stretch to fresh white moldings; the sounds of a busy family echoes into the room down an empty hallway. The room is cold. No one dares to stay long; the room is intended for show, and used by none. Despite these intentions, it is the perfect hiding place, if you can carve out a space of warmth. Today, lamps blaze and grey walls seem warm. A nubby sea-blue afghan hides and warms the reader curled on the oversized leather chair. The scent of breakfast lingers in the air—delicate cinnamon and bread, pressed along by bold coffee. A dog on the throw rug twitches lazily, then returns to slumber. Peonies bend gracefully in a wide-mouthed vase, and a few petals drop to the unread magazines placed carefully along the surface of the coffee table. An out-of-tune piano sits forlornly, waiting for a lapsed player’s inspiration to strike—now a forgotten instrument. Yesterday brought cleaning and laundry—the dutiful quest for a pristine house brought close enough to fruition. Tomorrow holds a return to work—lesson plans and responsibility. Today’s gift of solitude—bookended so —tastes sweet.

Impressions of England

England is amazing. I am thoroughly enjoying my time here so far. A few things really stand out to me everywhere I’ve been so far. I love to eat, so I’m very aware of the food here. Overall, the pub food selections are very rich (see steak and ale pie & bangers and mash). However, there are always exceptions to this rule...my favorite lunch so far was the roast beef sandwich (above center) with the salad.

I also noticed what looks like a lot of patriotism! It seems to me that there is such feeling of pride to be a Brit. I especially got this feeling walking toward Buckingham Palace on the road lined with Union Jacks...a very impressive experience!

The historical value of buildings here is awe-inspiring. It is crazy to think that there are buildings here which pre-date the signing of our constitution—or even the discovery of our continent by Europeans!

Perhaps because of the age of buildings here, the structures have such intricacies...they are so elaborate and painstakingly constructed. AMAZING to observe! I have lost count of all the places that take my breath away.

Finally, I have enjoyed the local people with whom I have interacted so far on this trip. They have been kind and understanding about my lag at the checkout line (there are so many coins!) and my "silly" questions

Post Cards Home:

ENGLAND

Each city, town, or garden has something special to offer—no

two days have been similar here

News of the Royal Baby even made downtime while working

on classwork exciting!

Guildford has interesting pubs, beautiful castle ruins, and a

ghost tour more funny than frightening.

London was a tourism heaven. We saw nine major sights in

two days! My feet are still recovering.

Amazing day in Winchester, my favorite so far! I especially

enjoyed lunch, and lemon merengue ice cream

Nothing has me more excited than the day I visit Buckingham

Palace AND tour the Harry Potter set.

Dreading the day I run out of clothes and need to do laundry

Lori Gerhard

14000 Creekside Drive

Matthews NC, 28105

Post Card July 24, 2013

Love, Chelsea

78p

A Day in the Life Precise lines shorn in lush grass Grooming, growing, guarding Crushing herbs for their scent—lavender, rosemary, mint Like a perfume custom-made for me Crisp apple cider and delicate shortbread Rock garden, roses, greenhouses Texture everywhere—smooth rails, soft lambs ear, crunching gravel A scrapbook of memories Gasps of delight at each new garden-room Warm. Deliberate. Pruned.

1st Additional Expressive Writing – Post card home

Aaron Francis

1023 Haven Hollow Way

Durham NC, 27713

Post Card July 24, 2013

Love, Chelsea

In the county of Hampshire, city of

Winchester, about three minute’s walk from the

bustling city streets and stores ripe for

spending imaginary money, stands the solitude

and majesty of the Cathedral—a mecca for

literary lovers and architecture adorers alike.

78p

2nd Additional Expressive Writing – From my wedding ceremony

Parent Acknowledgement:

The bride and groom would like to acknowledge their parents, Lori, Stephanie, and both Geoff’s, and express profound gratitude for all the love and guidance you have provided them throughout their lives.

Geoff, ever since you whirled Chelsea around the living room humming “So this is Love” to her, you have shown her what it means to have someone love her unconditionally. Between midnight games of cribbage and secret signals (wink wink, nose nose) you set a high standard for love—one Aaron is glad to match.

Lori, Chelsea knows that you are ALWAYS there for her. Whether it’s taking Chelsea to Savannah for a mother-daughter trip or spending hours helping set up her classroom, you have always gone out of your way to show your tremendous love for your daughter. Chelsea hopes she can always show that much love for the people in her life.