Welcome to the Northern Virginia Writing Project’s 2016 Invitational Summer Institute! I’ll be blogging the demonstration lessons and the various activities occurring during our four-week duration. Find out more about the NVWP and the National Writing Project.
Today’s second demonstration lesson comes from published author Natalina Bell. She’ll talk to us today about using pictures to enhance and empower ELL (English Language Learners) writing.
She gets us started with a freewrite.
Normally, Natalina would provide a word bank and sentence frames to help her ELL students get started. We go to work.
Ok. So what can I write about looking at this? I see presumably a man almost fully obscured by newspaper/news/things external to the moment. I also see a woman, presumably his wife, staring longingly/wistfully/somberly at an unknown point outside the frame. To be honest, I don’t really like Normal Rockwell images. I don’t actively dislike them, but they don’t do anything for me. I feel weird saying that, because I know a ton of teachers who find success using them in the classroom. I’ve used a few of them myself. But personally I don’t find anything to connect with. Ok, it’s a freewrite, so keep writing. I just zoned out for a second. Gotta practice what I preach! The stain on the table cloth is a nice touch, as is the depiction and positioning of her heels. She seems to be balanced somewhat precariously, pulling back from the husband’s angular and obtrusive presence. I can’t find much to connect with emotionally here, not much seems compelling. Nice details and etc. etc., but the subject doesn’t get me going. Instead my mind keeps pulling away into the psychic realm of worries, errands, and random thoughts. But I’m going to keep writing. Others in the room are bent forward, diligent in their completion of the warm-up. I wonder what they’re writing. When were these images popular, again? I’m sure there’s a ton of quality scholarship on Rockwell and his life/times/work. Maybe that would help me connect. Ok!
We share out. I’m in awe of the creativity in the room! A few of us created fictional stories from the image. Was I supposed to do that? I need to up my fiction game. Natalina tells us why she often starts with (and sticks with!) images:
ELL teachers face many challenges in the classroom. They must teach a room full of students with drastically different levels of English proficiency. Some ELL students come to the states without much experience in their ‘home’ language. ELL students also have different cultural experiences, making working from previous experiences and schema difficult. The difficult and essential and complex role of socialization. This is the dream of American compulsory education. No matter what or who or how we try to educate. This falls on teachers, as inequitable funding formulas and histories of racism make providing equitable education to all quite challenging.
Today’s lesson starts with one of 2nd grade classroom’s favorite books: Aliens Love Underpants. Great title! She reads it aloud to us. Who doesn’t love that? Today we get to create our own alien!
We only have five minutes. Here’s mine:
Next we present the alien in writing. We use the sentence frame that Natalina provides to her students to help scaffold. Sort of like Madlibs only minus the parts of speech. You can probably figure out the frame.
My name is Goopy, but most of my friends call me Lil Goops. I come from a solar system a billion light years away. I was born among the stars, as are all of my kin. I don’t have legs (what are those?); I float softly through the air, trailing a quiet melody behind me. I love eating space trash. That’s what brought me to this place! You all have so many delicious tidbits of space junk. And when I don’t have to go to school I like to tumble around in the atmosphere and feel the clouds tickle my fur. I hope we can be friends!
We share out. We love this. Natalina tells us normally she would videotape every presentation so she can share it with the student later. Students can use the image as a reference for what they will write. This is a neat point. The writing helps them generate the language. Natalina plays a few clips of her students presenting on their aliens. They’re wonderful. Many of the students project aspects of themselves onto their aliens. They map their strengths, weaknesses, and origin stories onto their creations. Natalina also uses images on notecards to help students practice sequencing stories and creating a logical flow from which to write. She has her students illustrate and describe nearly every aspect of the stories they read together.
Natalina ends up by sharing some resources with us. Sorry the links aren’t clickable!