Modifiers, Writing, Poetry

We are near the end of the modifiers unit, and it's no surprise how much more of a challenge it is to teach about adverbs than adjectives. However, as I try to be more aware of ways in which my five foundation skills apply to what we are learning, it was obvious that those who could apply them had an easier time with adverbs. Looking ahead to the last few lessons of this unit, I can already see more application of them looming on the horizon, especially with the need to recognize the difference between action and linking verbs in order to not make mistakes when choosing between tricky pairs such as bad and badly.

The state writing test, which required a great deal of exhausting preparation, is now behind us. It's always interesting to see how I have to alter my list of issues I have to make a point of with students. We've had quite a time of it with tense, and there were two things in particular I had to drive home. First, to not start sentences with "also." Had to add that to my list of ways to probably not start a sentence in order to avoid fragments. The second had to do with a repeated error in referring to something in the plural and then using singular pronouns afterward. Example: "The photographs in the book were helpful. It explained what the author was talking about." I can't tell you how many times I encountered this, and I don't believe I've even been aware of the problem, so I don't think it really existed for my students prior to this.

The study of our first poem is completed. I love teaching poetry. It may sound odd, but it's very fulfilling, and makes me feel like a real teacher instead of somewhat stifled (as I frequently feel in these days of high-stakes testing and pacing guides) and that I'm putting my education to use. What I especially love is that students can begin to appreciate poetry on a new level and have insights they haven't had before. The analysis just seems to "work" for a lot of them, and that's a good feeling

GG