I love the book, Where the Wild Things Are by Maurice Sendak. I find it incredible how authors have such an imagination to create such amazing characters -- and beasts! I have had a new fascination with these creatures, and I believe this stems from the Urban Legends informative/argumentative papers that my Sophomore's are writing.
In class tonight there was a discussion on debate, and how to have students be respectful or accepting (not in the terms of liking) things they may not agree with. I feel like having my students write these Urban Legend papers has been a great part of developing their reasoning and arguing skills. During the research process, I have really tried to tell the students that it is important that their statements can be backed up with valid and reputable sources. I told them, just because your "momma" said so, doesn't mean anything to the individual you may be debating with. I want my students to be able to reason and debate issues using factual information. I remember something was mentioned in class tonight about teaching students these skills without using topics that were too personal to them. Urban Legends are so exotic in a sense - just like the creatures from Where the Wild Things Are. In the body of the students' papers they will be required to be strictly informative. They will also be required to use in-text citations, and quotations from their sources. This is completely new to them, so I must say it has been some-what of a challenge. As far as the topics go, the students are really intrigued by Urban Legends. I thought it would only be fair if they could write, argue, and discuss their personal thoughts in the conclusion of their papers. I love seeing my students go from being complete skeptics to actually questioning the existence of certain legends. One student who had Moth Man as a topic thought it was a total myth; however, after researching and obtaining some facts and eyewitness accounts, the student thought maybe it isn't quite a "Moth Man", but instead a really large bird, or something of that sort. I love going around and asking the students their thoughts on their papers and topics -- it's great to see the wheels turn in their minds as they begin to actually think about their legends.
On another note, I know that I have had some great struggles this semester, but at the end of it all I know that I just absolutely don't think I could ever do any other occupation. I feel like I was always destined to be a teacher -- this is what I feel was intended for me to do for all of my life. Inside of me there is an unconquerable hope for my future. I desire to help touch the lives of students, to help create them into amazing people. I want my students to feel that they matter and make a difference in the classroom setting.
Well, spring break is almost upon us, and we have a shortened week with students next week. I hope you all have a wonderful weekend! :o)
Live long and prosper, friends!
-Ms. A
Amber,
ReplyDeleteI really like your way of focusing in on the debate by limiting it to the conclusion only. I think it's a great way to introduce the debate without going too 'wild' with it, but also show students how to handle persuasion and personal opinion while also using facts and resources! You've also found a topic to really draw the students in (who wouldn't be captivated by urban legends?!) which is awesome! Keep track of those kinds of topics because you never know when they can transfer across grade levels and into different portions of teaching here and there.
Have a great "last day" before spring break with the students!
I love that you're using urban legends to spark students' interest in engaging inquiry and sharing their findings in a research paper. When I taught in Kansas City, Kansas, I used this book to share urban legend stories with students and have the analyze the qualities of these types of tales: http://www.amazon.com/Alligators-Sewer-Other-Legends-Friend/dp/157912061X.
ReplyDeleteThey loved it! If you haven't seen this book, you're welcome to borrow my copy to take a look at some of the options. You could do some read alouds/shared readings after students finish their papers.