Published and Unpublished Work

PUBLISHED WORKS:

2013/4 – Campion College Alpha Sigma Nu Journal Publication Vol. 5.1; English 301 Edited Draft: Reinforcing and Challenging the Social Order through Clothing: Shakespeare’s Merchant of Venice and Twelfth Night; Campus for All Fosters Inclusive Post-Secondary Education

 

IN PROGRESS:

2015 – English 315 Essay: Pelajia’s Ambivalent “Double-Duty:” Highway’s The Rez Sisters; 315 Essay: Menace of Overprotection: Turcotte’s The Body’s Place; English 310 Essays: Perspectives of History: Janet Armstrong’s “History Lesson;” English 310 Essay: The Strength of a Sisterhood: Highway’s Rez Sisters; : Assimilation, Segregation, and Unchecked Power and Control: Eden Robinson’s “Terminal Avenue”

2013- English 387 Essay: The Power and Agency of Women: George R. R. Martin’s Game of Thrones; 302 EssayAuthoritarian Fathers and Submissive Daughters: Shakespeare’s Hamlet and Titus Andronicus; Humanities 260 Essay: The Hunger Games: Starving for Reality Television

2012 – English 251 Essays: The Benefits of Inclusion Persuasive Essay; Ways Teachers Deal with Bullying Class and Divide Essay; The History and Impact of Inclusion Cause and Effect Essay; Happiness: A Moral Choice Definition Essay; Happiness: a Daily Choice Exemplification  Essay

 

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Recent Posts

Multisensory Approach to Letter Formation

As per our school’s Learning Improvement Plan (LIP) focusing on student writing growth, I am embedding different modalities of letter formation into our phonics lessons. The students are enjoying a multi-sensory approach to writing: play-dough, chalkboards, whiteboard tables, wiki sticks, letter magnets, wooden pieces, etc. A new favorite is writing our letters with paint brushes in shaving cream. It is a really simple lesson that warrants student engagement.

A typical phonics lesson activity: Lakeshore letter-sound buckets for sorting initial sounds.

Shaving Cream Letters Lesson:

  1. Hold up letter cards and get students to state the letter name, sound, and action.
  2. Students copy the letter, starting at the top, with paint brushes in shaving cream. They form the lowercase and the uppercase for each letter.
  3. Students “erase” their letter with their brushes and repeat the process for the rest of the target letters.

Writing letter ‘v’ in shaving cream.

But What About the Mess?

I find that it is not as messy as it may seem. Each student needs to roll up their sleeves and be reminded not to eat, fling, or touch the shaving cream with their hands. We talk about how it smells good but would not taste good (you may want to note that it is NOT whipped cream). I get students to wipe off any excess shaving cream on the side of their tin (get baking pan tins with higher edges rather than baking sheet tins with lower edges) and then at the end of the lesson we use paper towel to clean the brushes before putting them in water.

Ready for the next letter!

The Benefits

The best part of shaving cream letters is that students do not feel pressure to form their letters perfectly. If they make a mistake, they simply can “erase” and try again! The teacher can observe the letter formation and remind students to hold brushes appropriately and start from the top during the lesson so the practice is meaningful. All students, especially those who dislike pencil-to-paper work, seem to buy-in to the novelty of shaving cream letters. No tears, busy minds at work, and smiling faces… seems like a win to me!

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