Fund Teachers for the Dream Grant Proposal and Application

Fund Teachers for the Dream Grant Proposal and Application

The Fund Teachers for the Dream grant was again awarded to the Pennsylvania Council of Teachers of English and Language Arts (PCTELA) by the National Council of Teachers of English (NCTE)! Just like last year, we are using this grant in order to mentor pre-service teaching candidates and new teachers within their first three years of teaching.

Our goal is to select teachers of color who are enthusiastic, academically ­driven, and passionate about this profession! We want to support these teachers in developing and implementing a mentoring opportunity for students so they can grow professionally and share that flare for learning with students across Pennsylvania.

We will be selecting two pre-service teaching candidates and/or new teachers within their first three years of teaching from Pennsylvania to mentor as they develop and enact an activity for students in a “pay it forward” play on professional development.

The teaching candidates and/or new teachers selected for this opportunity will receive:

  • Up to $100 to purchase materials for your proposed activity with students
  • Complimentary registration fee to attend the NCTE Affiliate Leadership Meeting in July 2018
  • Complimentary one ­day registration to the Annual PCTELA Conference in Pittsburgh, PA on October 19-20, 2018
  • Complimentary attendance at our PCTELA Board Dinner on October 19, 2018

See the full details and timeline for more information!

If you’re interested in applying for this fantastic opportunity, please don’t delay! Applications are due by Friday October 20, 2017.

You do not need to be an English or Reading teacher to submit a proposal! We welcome all teachers with a heart for using literacy in the classroom (reading, writing, speaking, and listening standards) at any grade level!

APPLY HERE

 

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Fund Teachers for the Dream Grant Proposal and Application

A Poem to Pair with The Awakening

Today my classes finished reading Kate Chopin’s The Awakening, and I started class by sharing the poem “Sympathy” by Paul Laurence Dunbar. Your students might recognize this poem as the source of the title line for Maya Angelou’s book I Know Why the Caged Bird Sings.

We only talked about the poem for a few minutes, but it led us in to our discussion of Edna and whether or not she could ever be free in her society/time period/marriage.

Sympathy

Paul Laurence Dunbar

I know what the caged bird feels, alas!

When the sun is bright on the upland slopes;   

When the wind stirs soft through the springing grass,   

And the river flows like a stream of glass;

When the first bird sings and the first bud opes,   

And the faint perfume from its chalice steals—

I know what the caged bird feels!

 

I know why the caged bird beats his wing

Till its blood is red on the cruel bars;   

For he must fly back to his perch and cling   

When he fain would be on the bough a-swing;

And a pain still throbs in the old, old scars   

And they pulse again with a keener sting—

I know why he beats his wing!

 

I know why the caged bird sings, ah me,

When his wing is bruised and his bosom sore,—

When he beats his bars and he would be free;

It is not a carol of joy or glee,

But a prayer that he sends from his heart’s deep core,   

But a plea, that upward to Heaven he flings—

I know why the caged bird sings!

A Poem to Pair with The Awakening

A Poem for Today: Composed upon Westminster Bridge, September 3, 1802 by William Wordsworth

Composed upon Westminster Bridge, September 3, 1802
William Wordsworth

Earth has not anything to show more fair:
Dull would he be of soul who could pass by
A sight so touching in its majesty;
This City now doth, like a garment, wear
The beauty of the morning; silent, bare,
Ships, towers, domes, theatres, and temples lie
Open unto the fields, and to the sky;
All bright and glittering in the smokeless air.
Never did sun more beautifully steep
In his first splendour, valley, rock, or hill;
Ne’er saw I, never felt, a calm so deep!
The river glideth at his own sweet will:
Dear God! the very houses seem asleep;
And all that mighty heart is lying still!

A Poem for Today: Composed upon Westminster Bridge, September 3, 1802 by William Wordsworth

Book Review: Reading Libba Bray’s Beauty Queens

With the recent announcement of two men who thought it might be a good idea to try a Lord of the Flies with all women, book twitter blew up (and not in a good way. c’mon, guys, just use the google). In case everyone forgot, Libba Bray had already done this in 2011 with Beauty Queens (and to be fair, Anabel McDonald did this in 2002 with Be Nice). And so I immediately moved this book up on my TBR list to right now. (I mean, Roxane Gay even got in on the conversation and wrote this hilarious McSweeney’s post about “All Male Movie Remakes.”)

 Libba Bray herself wrote about her struggles with having the book turned in to a movie after it was optioned:

“But even when you do get up to bat, it’s still hard to have those female characters become real people. I saw a script in which every stereotype I tried to subvert in BQ was made real. There was an actual hair-pulling catfight. It’s hard to put into words exactly how I felt at that moment. But try, if you will, to imagine me with lasers coming out of my eyes while my internal organs became as the fires of Mordor. They didn’t get it. And they were legit trying to get it, which made it doubly painful. It wasn’t laziness; it was a fundamental tone deafness. An inability to comprehend and relate to women as real people.”

This article is a must-read, just as the book is. I love a good satire, and I also love a good satire that is a slapstick romp at times. The characters are diverse in many ways, and I identified with more than one of them.  I have now put all Libba Bray’s books on my TBR list.

I read Beauty Queens in two sittings (it would have been one, but I started reading it the weekend after school started at 7:30pm, and you know how that goes, I was asleep with a book on my face by 8:30pm). I laughed out loud, read my husband certain lines, shook my head grimly at times, and at other points wrote down favorite lines.

If I were still teaching The Lord of the Flies I would definitely be doing something to pair Beauty Queens with it, and talk about how books are always social commentary of the time in which they were written. Unfortunately, many of the issues in Beauty Queens are still issues. Also unfortunately for people who also might want to teach with this, there’s lots of language that might be considered inappropriate for schools.

So if you need the kind of book you can sink in to and read non-stop, or if you need a break from all the lesson planning and grading (welcome back to the school year), or if you just want a funny book you can laugh out loud to and then immediately want to force all your friends to read, check out Beauty Queens.

Posted by Kate, PCTELA blog editor

Book Review: Reading Libba Bray’s Beauty Queens

Talking about Tone with Two Poems

Tone is always difficult to talk about with students. First, we have to convince them the poem *has* a tone. Then, we have to ask them to give us words to describe the tone. Finally, we try to have them point to the word(s) in the poem that made them understand the tone.

Here are two poems about the same topic, which might allow those conversations to go a little smoother. By comparing the two poems, the tone of each might more easily come to light.

Just a note, I give my students a list of tone words at the beginning of the year, and it makes it much easier for these conversations at first if they can reference a list rather than have to generate tone words on their own.


Small Frogs Killed on the Highway
James Wright

Still,
I would leap too
Into the light,
If I had the chance.
It is everything, the wet green stalk of the field
On the other side of the road.
They crouch there, too, faltering in terror
And take strange wing. Many
Of the dead never moved, but many
Of the dead are alive forever in the split second
Auto headlights more sudden
Than their drivers know.
The drivers burrow backward into dank pools
Where nothing begets
Nothing.

Across the road, tadpoles are dancing
On the quarter thumbnail
Of the moon. They can’t see,
Not yet.


Birdfoot’s Grampa
Joseph Bruchac

The old man
must have stopped our car
two dozen times to climb out
and gather into his hands
the small toads blinded
by our lights and leaping,
live drops of rain.

The rain was falling,
a mist about his white hair
and I kept saying
you can’t save them all
accept it, get back in
we’ve got places to go.

But, leathery hands full
of wet brown life
knee deep in the summer
roadside grass
he just smiled and said
they have places to go
too.

 

Talking about Tone with Two Poems

36 Questions: The Meet-Cute Between Audiobooks and Musicals

36 Questions: The Meet-Cute Between Audiobooks and Musicals

You and your students sometimes need a break from the books in the book room. And you also may need a rest from working with non-fiction text, short passages, paperbacks that are never quite as up-to-the-minute as you had hoped. Audiobooks are a great alternative to solo silent reading—not that we aren’t still trying to get students to love the experience of sitting with a book—but even they can get a little stale.

Unfortunately, musical theatre, one of the forms that has much to offer our media-saturated students is usually beyond the price range of our instructional budgets. Films are great, but for full-length films, we often need class time or a budget to make outside-of-class viewing feasible. Problems, problems, problems.

But there’s a new experiment you might want to check out. Good news: It’s a relationship story filled with intrigue. Good news: It’s a musical, but it’s also a play. Good news: It has appealing actors—Jonathan Groff and Jessie Shelton—performing in what is a hybrid of audiobooks and musical theatre. Good news: It can be downloaded for free. (Slightly less good news: There are a few short ads embedded in the podcast.)

Do you know what the 36 Questions to Fall in Love are? Maybe your students do…okay, maybe slightly more of your female than male students do (or maybe not, you might be surprised). Okay, well, the psychological angle to this podcast created by Two Up musical writers Chris Littler and Ellen Winter builds on the popular cultural discussion about whether getting to know certain things about another person is the path to falling in love with them. You and your students can learn more about the psychological research in a New York Times article that links to an essay about the 36 questions phenomenon. Go to this page, see a brief article, and even access a podcast of Mandy Len Catron’s essay from The Times “Modern Love” column.

The musical complicates matters a bit, though. What if a person thinks they know someone, but really doesn’t? Will resetting their relationship by answering the questions lead (back) to love?

At this point, you may be wondering what IS this podcast? What is it about? Is it really something that might interest my students?

I can’t tell you for sure, but I think you should check it out. Go to https://36questions.bandcamp.com/ to listen, or look up the “36 Questions” podcast on the Apple store. Download the podcast, and give it a listen in your car on the way to work or to pick up the kids from their activities. You might notice as you listen that the creators are doing something more than straightforwardly telling a story through audio…though they are doing that too. They are also using subtle clues tailored to this particular medium to draw their audience into curiosity about the characters we meet but can’t see. Sound plays a wonderfully complex role in this story, so you’ll feel yourself noticing that audio effects are not just creating the reality we are being encouraged to visualize, but rather—as in old-fashioned radio drama—stimulating a listener’s attention in directions the writers think will serve their larger themes, characterization, and story arc.

One warning: The story is a relationship story, and though its details are not harsh, there are a few references to sexual matters…relatively brief, not overly explicit, but likely best suited to mature high school students.  

What I’ve sketched out here is a rough set of complementary texts—an audio podcast or two, some short journalistic articles and essays, and then a wide set of texts that you might link to these when you investigate this podcast musical and the constellation of interviews, reviews, and commentaries available online. I’m sure you’ll find listening to the musical an enjoyable way to spend some time, and you might get some creative ideas for how working with such interconnected media texts might help you find a few new paths to engaging your students with characters, storytelling, and the psychology of human relationships.

 

Thomas C. Crochunis

Shippensburg University

36 Questions: The Meet-Cute Between Audiobooks and Musicals

Summer Reading Challenge #3: Read Diverse Books

Summer Reading Challenge #3: Read Diverse Books

We’ve blogged before about the importance of reading diverse books.  This summer, challenge yourself to read a book about an unfamiliar place, about an historical event you want to understand better, or by a new author.

For example, this summer I’ve read a book about the Sri Lankan civil war, called Island of a Thousand Mirrors by Nayomi Munaweera.  I had no idea the tension between the Tamil Liberation Fighters and the government. This lasted for 25 years. How did I miss this in history class or in current events? This book takes you in the the daily lives of people impacted by the fighting. It even gives you both sides, reminding me a little of The Association of Small Bombs.

island of a thousand mirrors book

I also finally read The Sympathizer by Viet Thanh Nguyen, which recounts the Vietnam war from the perspective of a North Vietnamese mole in the South Vietnamese army. The writing was so rich and metaphorical, and the content was fascinating.  (This book would also count as one from a list, if you recall our Summer Reading Challenge #2)sympathizer book

A third book I read this summer was The Gentleman’s Guide to Vice and Virtue by Mackenzie Lee. This playful YA romp/bildungsroman follows a privileged young man, Monty, his best friend, and his sister in the 1700s as they tour the continent before Monty must return to the responsibilities waiting for him at home. He’s a protagonist you’ll find flawed and frustrating at times, but since he seems open to change, you’ll stick with him to the end. As he slowly accepts his sexuality and his desire for Percy, he slowly understands both himself and the world.

gentleman's guide book

So try a new topic, a new author, a diverse book this summer. You may discover a new favorite author.

 

Posted by Kate, Blog Editor for PCTELA

Summer Reading Challenge #3: Read Diverse Books