MCTE Presentation, 10/7/13

Something Real: A Transformative English

Curriculum

Jennifer HeymossKazoo School

Kalamazoo, MI

Inspiration “Reading the world always precedes reading the

word, and reading the word implies continually reading the world…. [T]his movement from the word to the world is always present; even the spoken word flows from our reading of the world. In a way, however, we can go further and say that reading the word is not preceded merely by reading the world, but by a certain form of writing it or rewriting it, that is, of transforming it by means of conscious, practical work. For me, this dynamic movement is central to the literacy process.” Friere and Macedo (1987, p. 25)

The Traditional English Class(According to my own schooling and training)

• Get “through” a certain number of books in each class– focus on literature.

• Read, answer questions, write a paper or do a project and then you’re done.

• Lecture proceeds each unit.

Titles taught in more than 25% of the high schools of the North Central region

between 1886 and 1900 (Applebee, 1974)

Common Core ELA Illustrative Texts (6-12 English Language Arts, 2011, p. 58)

A Critical Pedagogy• Identity: Looking at

Ourselves

• Looking Outside of Ourselves: Education on the Topics of Class, Gender, and Race

• Using Critical Theory to Define and Read

• Taking Action

Identity: Looking at Ourselves

Identity: Looking at Ourselves-Student Identity Projects

Identity: Looking at Ourselves-Online Professional Portfolios

Identity: Looking at Ourselves-Online Professional Portfolios

Identity: Looking at Ourselves-Online Professional Portfolios

Looking Outside of Ourselves: Education on the Topics of Class, Gender, and Race

Looking Outside of Ourselves: Education on the Issues of Class, Gender, and Race

Guest Speakers

• Guest Speaker Tim Terrentine: “Education is the new hustle… think about every other hustle in history. There’s always someone who can take your hustle away from you, but no one can take your education.”

Looking Outside of Ourselves: Education on the Issues of Class, Gender, and Race

Close Readings

But… what about Romeo and Juliet?

Using Critical Theory to Define and Read

Using Critical Theory to Define and ReadQuestions Part 1

Using Critical Theory to Define and ReadQuestions Part 2

Using Critical Theory to Define and ReadQuestions Part 3

Using Critical Theory to Define and Read

Using Critical Theory to Define and Read

Using Critical Theory to Define and Read:My Theories of Choice

Using Critical Theory to Define and Read:My Theories of Choice

Using Critical Theory to Define and Read:My Theories of Choice

Taking Action

Taking Action:Multi-Genre Project Exhibits

Taking Action:Multi-Genre Project Exhibits

Taking Action:Multi-Genre Project Exhibits

Taking Action:Multi-Genre Project Exhibits

Taking Action:Multi-Genre Project Exhibits

“The theory that speaks out to me is reader response because I can tell my story and let people know what happens in my life. I look at things very differently because of my seizure disorder. It limits the things that I can do and want to do.”

“One things that I can’t do is drive a car. I also I won’t be able to work by myself because something bad might happen and there would be nobody there to help me out. I have fun if there are blinking lights within the environment, like at dances, Roller World and restaurants where there are strobe lights.”

“I have to remember to take my medications for the rest of my life. I feel like I shouldn’t have to take my medications. I think I am fine without my medications, but every time I stop taking them I end up having a serious seizure. Each time I stop my meds without telling someone and have a seizure the seizure gets worse!”

“I have to take my medications everyday and not look at any blinking lights or songs that do the something thing. The thing that scares me the most is dying in front of my family, friends, and loved ones, or going to the hospital and not being able to talk or move, and enjoy life.”

Taking Action:Multi-Genre Project Exhibits

Taking Action:Student Organized Project

Taking Action:Student Organized Project

Questions Remain…

• How can this be done with other age groups?• How can this be done with other demographics?• What about our lack of TIME– mean, the time we are

granted in each school year and the time it takes for students to learn and unlearn?

• What about spotty attendance?• How should we address resistance from students and

other staff?

Continuing the Work…

• We are just getting started. Please email Jen if you’d like to exchange ideas, share resources, try new lesson plans, and be a part of this work.

• j.y.heymoss@gmail.com• Twitter @jheymossy• Teachers in West Michigan: Find us on

Facebook: Real Education: The WMU Teacher Collaborative