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Ministry of Education. (2006). Language . Ontario.

Morgan, K. (2017, November 21). Creative ways to teach high school english. Seattle pi .
Retrieved March 23, 2023, from https://education.seattlepi.com/creative-ways-teach-high-school-english-3763.html

My favorite murder. My Favorite Murder - Home. (n.d.). Retrieved March 24, 2023, from https://myfavoritemurder.com/

Overheard at National Geographic. National Geographic. (2019). Retrieved March 24, 2023, from https://www.nationalgeographic.com/podcasts/overheard

Rieg, S. A., & Paquette, K. R. (2009). Using drama and movement to enhance English language learners' literacy development. Journal of Instructional Psychology, 36(2), 148+. https://link.gale.com/apps/doc/A204682056/HRCA?u=anon~7bbe5a6f&sid=googleScholar&xid=7c4cac51

Weiskopf-Ball, E. (2023, January). English Language Arts. Lecture, North Bay.

Weiskopf-Ball, E. (2023, March). Reading. Lecture, North Bay.

YouTube. (2015). Kinesthetic learners | Abigail Harlow | TEDxPascoCountySchoolsED. YouTube. Retrieved March 24, 2023, from https://www.youtube.com/watch?v=diMJhM8Y1N4.

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In order to enhance my teaching related to language and literacy, I would like to educate myself more on kinaesthetic learning styles, their benefits, downfalls, and how to include them in my classroom. I've begun this learning by reading the article below which advanced my knowledge on using drama in the classroom. This style of teaching can give the children meaningful language production as well as opportunities for reading and writing development, even more beneficial for students who are learning the language (Rieg & Paquette, 2009). As suggested in the video above, an example of this in language and literacy would be acting out a chapter instead of just reading it off the page (Tedx Talks, 2015).

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Kinesthetic learners | Abigail Harlow | TEDxPascoCountySchoolsED

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I don't have many worries when it comes to incorporating language and literacy into other subjects. I think it is a great way to get students involved and cater to their other interests including music, reading, writing, producing and creativity.

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One of my teachables is geography, where integrating language and literacy can be fairly easy. Ideas I have come up with include listening to a geography podcast (such as Overheard by National Geographic), watching a documentary, or creating a video to talk about a certain topic. During my placement I chose to watch a movie with my class called "The Lorax". Students were asked to discover the true meaning behind the movie and what the characters were trying to portray. This aligns with specific expectation 1.2 in grade 8 which asks students to interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations (Ministry of Education, 2006).

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Tracking snow leopards in the Himalaya. Looking for ancient microbial life on Mars. Uncovering the truth about Amazon warriors. Unraveling a mapmaker's dangerous decision. Join us for curiously delightful conversations, overheard at National Geographic headquarters. Hosted by Peter Gwin and Amy Briggs.

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When I think about teaching language and literacy, I get excited about thinking outside the box and coming up with creative ways to engage my students. I'm not necessarily interested in reading a lot with my students, I do think its important to do when teaching language and literacy but I don't believe its the ONLY way. Below I've attached some methods I look forward to using!

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Personally, I've never been a fan of reading during my free time. I would call myself more of an auditory learner, I'd prefer to listen to a podcast or watch a movie than read a book. Therefore, I'd refer to myself as more of an efferent reader (Weiskopf-Ball, 2023), meaning I enjoy reading about real world scenarios focused specifically on information I'm learning from the text. When I do read, it's usually focused on my academics including textbooks, articles, or the news.

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As a child I loved reading and writing. I lost the passion for it as I got older, when reading and writing turned into something I was forced to do in school and not something I enjoyed.

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Oral Language: making and accessing information from speech (Weiskopf-Ball, 2023). 

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Oral Language: making and accessing information from speech (Weiskopf-Ball, 2023). 

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When I do participate in language and literacy, I like to listen to true crime podcasts such as the one linked above.

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This method of differentiation can improve student community and confidence (Morgan, 2017). This idea can directly correlate with curriculum expectation 2.2 for grade 8, which ask students to demonstrate an understanding of appropriate speaking behaviour in most situations, using a variety of speaking strategies and adapting them to suit the purpose and audience (Ministry of Education, 2006).

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This course has opened my eyes in terms of how much I've already been implementing language and literacy into my classrooms without even realizing it. This includes my discussions, presentations, and activities. This course has opened up my creativity which inspired me to create a word wall in my practicum this past month. This course has changed my overall philosophy and bias about reading/writing and altered it to be more positive and creative.

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I'm excited to incorporate music into all subjects that I teach. I enjoy music very much myself so I wish to share that passion and love with my students. Using music while teaching language and literacy is a great way to engage students. You can do this by asking them to create a playlist for a book they're reading or analyze the lyrics to figure out the message or goal (Morgan, 2017). This idea can directly relate to specific expectation 1.4 (Grade 8) which asks students to demonstrate an understanding of the information and ideas in increasingly complex and difficult oral texts in a variety of ways (Ministry of Education, 2006).

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Despite my confidence I am worried that my students may find my ideas boring, creating disinterest and lack of motivation. I want my students to be engaged as much as possible. For example, when watching a film during my placement I found several students were either on their phones or playing games on their computers. This takes away from the overall goal of the activity and offering interdisciplinary choices within my classroom.

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Prior to applying for my undergrad, I believed that I wanted to become an English teacher, until I realized my love for reading had dramatically declined. Since coming to teachers college, Emily has taught me that teaching language and literacy doesn't have to be about reading. It can be about having debates, discussions, building a chair, having gallery walks, creating videos and podcasts, and so much more. I have found a new love for teaching English and think I could be very good at it if given the opportunity.

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Endless grammar drills, thick novels and the drudgery of essay writing might be how many high school students view English, but your class doesn't have to be that way. Injecting a dose of creativity can both gain student interest and inspire a love of reading and writing. Using technology and art forms such as drama and music are just a few ways to show high-schoolers that studying English can be fun.

Multimedia Memories: Digital Personal Narratives

In this age of technology, the personal narrative, a longtime staple of high school English, no longer has to be a written essay. Louisville, Kentucky, English teacher Paul Barnwell says that media such as photography, video and computer slide presentations can give students a 21st-century twist on the power of personal storytelling. Students can make autobiographical short films depicting the topics of their narratives, produce "Behind the Music"-style documentaries about how the experiences they're writing about changed their lives or use a family photo presentation with music to depict a significant relationship.

The Play's the Thing: Teaching Through Acting

Using drama in the classroom doesn't just give students an interactive approach to studying literature. It can also build a positive classroom environment and develop greater student self-confidence, explain English teachers Don Beck and Scott Warrow. In groups, students can work together to dramatize an important scene from a book you're studying in a way that creatively uses props and gets all group members involved. You can also have the class work together to create its own interpretation of a critical scene, such as the trial of Tom Robinson in "To Kill a Mockingbird."

Literary Lyrics: Music in the Classroom

From Elvis Presley to the Beatles to Nirvana, music has traditionally been a powerful language of teenagers. You can tap into students' love of music by using songs as a learning tool. For example, your students can create a soundtrack for a book you're studying, choosing songs that represent particular characters, themes and motifs in the story. You can also use music to practice analytical skills by asking students to nominate current popular songs as the theme song of their generation. They then must analyze the lyrics to determine why their age group would particularly identify with it.

English in the Blogosphere: Class Blogs

The phenomenon of social networking gives teenagers a unique bent toward showcasing their lives, opinions and feelings in online communities. You can harness this aspect of their lives to get them writing regularly and reflecting outside of class. Have students keep individual blogs featuring their ideas about reading assignments, excerpts from papers and creative writing samples. High school English teacher Michelle Lampinen states that regular blog posting gives students a way to practice their writing skills, ultimately helping them improve their abilities. You can also enhance your classroom's sense of community by requiring students to read and comment on each other's blogs.

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Creative Ways to Teach High School English

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Creative Ways to Teach High School English. Endless grammar drills, thick novels and the drudgery of essay writing might be how many high school students view English, but your class doesn't have to be that way. Injecting a dose of creativity can both gain student interest and inspire a love of reading and ...

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I still need to discover creative ways to make language and literacy fun, ways that make me think outside of the box. I'm hoping by the end of this course or by the end of these two years, that I'll have more knowledge on differentiated learning that is fun and inspiring.

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https://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf