College Essay by ED, 2012

I have yet to regret the part of my life spent underground, countless hours below the crowded surface, moving uninterrupted through an amalgamation of tracks and tunnels. And despite the whirlwind of stop and go school days, I spend, during the school week alone, 480 hours a year on the New York City subway. Twenty full days a year, buried beneath the furious bustle of city life, time that lends itself not to the homework that will keep me up far past the point where my body pleads for sleep, but rather, to observation.

A fascination with people is innately human, but the amount of focus and concern I have for the poorly postured man with the gray suit jacket sitting in the seat nearest the window on the 6:57am F train surpasses the normal speculative glances. I count the bite marks fragmenting the navy casing on the pencil that the boy leaning apathetically against the door scribbles listlessly with. I observe these people with a scientific curiosity; I envision their paper lives from the sort of breakfast cereal that best suits their shoes to their inevitable familial disputes. To me they become paper people, as malleable as the narratives I will create for them. I write their stories, imagining the complicated, interweaving webs of their lives.

And sometimes I look at these people and I can’t help but to feel, more passionately than I intend to, that they have stories worth telling. I mis-imagine their narratives as best as I can, until the fleeting train stations accumulate, and it becomes my turn to exit the train. In my head, I plan out the intricacies of the lives they lead, and the people they will one day become. They push me to understand perspectives that I may never come close to truly comprehending, and they fascinate me in my brief encounters with their facades. The snaking trains brim with an infinite spectrum of people, going about their daily lives. And nothing is more inspiring to me, as a writer, an artist, and a philosopher, than such people.

I fantasize about grasping some minor understanding of who these people are. They inhabit my city, my borough, they shuffle and check their watches in synchronicity with me, they read books that I have read and that I would like to read. These people are the reason that I want to write and read and travel and explore and photograph. They inspire me with their secrets, their outward appearances, and their idiosyncrasies. They test my curiosity, my desire to know and understand and relate to the things around me. Like I said, I don’t regret a life-spent underground, I would just like the opportunity for my disorganized, circumventing mess of inspired thought processes to become something incredible.

College Essay by E. D.

Farewell Wonderful Folks

Rivers and Roads by The Head and The Heart has become something of a tradition in my classroom.

Welcome Back to School, Lycée Français!

Welcome!

Welcome to Blackboarddreams.com!  During the summer of 2012, I envisioned using a blog as a meaningful extension of my classroom where there would be resources aplenty and a communication hub.  After a summer of trial and many an error, the website went live in the spring of 2013 and has been an e-home away from home for my students ever since.  Here, parents and students can access the following: homework assignments, updates on the happenings and direction of the class, complementary materials, writing and research resources, exemplars, class forums, and more!  I am most excited about using this website as an e-community built on the Blackboarddreams forums. My students and I use the forums to examine author’s craft in search of a deeper understanding of the readings and to use those readings as a catalyst for critical discussion of our world and ourselves.

So that is Blackboard Dreams! Here’s a bit about me: My name is Sean Leon. In 2002 I moved to NYC to join the NYC Teaching Fellowship. After teaching four years at a middle school in the Bronx, I was offered and accepted a high school English position at The Beacon School in Manhattan. Beacon—a prestigious college preparatory public high school known for its portfolio-based assessments, art and technological infusion across disciplines, and international travel—gave me an opportunity to give life to my vision of the English classroom. This vision is fundamentally shaped by the understanding that all instruction and assessment take place in a dynamic, human environment that must be factored into the day-to-day pedagogy of the class. So, as a priority, the English experience should be humanized in design and humanizing in effect. My classroom becomes an inclusive, democratic learning community where literacy acts as a conduit for holistic education.

Pedagogically, an inquiry-based framework shapes all literacy instruction and assessment. As a principle, I believe all instruction and assessment—formative and summative—should recognize the multiple intelligences and learning styles of the student body and should be varied accordingly. To that end, my classroom features an infusion of technology and the arts to help communicate content and to assess understanding. Additionally, I use the Socratic seminar and Socratic hybrids to facilitate discussion and catalyze the writing process. Ultimately, in satisfying the educational and civic responsibilities of a humanities classroom, I hope that quantitative and qualitative metrics show my students to be improved analytical and critical thinkers. [Read more…]

Due 6/15: PBA Presentation Expectations

VERY IMPORTANT: BE SURE TO TURN IN ANY OUTSTANDING BOOKS! BRING THEM TO YOUR PBA APPOINTMENT.

1. PBA–Independent Research Paper (You must include a bibliography)

Due the day of your presentation:

  • Index cards or notes showing that you have prepared for your opening 2 minute presentation.
  • Copy of your essay for YOU to refer to during the presentation.
  • Your partner’s essay with your notes/questions written on the essay.

Failure to have any of the above means you are not prepared for your presentation.

Expectations for your presentation:

The meeting will last for 30 minutes (10 min per student). The first 2 minutes belong to you. TAKE ME BEHIND THE SCENES OF YOUR ESSAY.

While it is interesting to hear you discuss your thesis and your development of the argument, I am more interested in the thought process behind the essay.  So organize your presentation in this fashion:

* Open with your thesis.

* Then, a little flashback.  Take us through the thought process that led to that argument.  Why did you choose those sources?  How do they help in the development of your argument? Why that argument? What were some of the challenges along the way?  Etc.  All throughout, I expect you to demonstrate great control of the material. (most of the time should be spent here) I am particularly interested in hearing your thoughts on your sources. While you should prepare your notes/note cards for the meeting, I don’t want you reading to me. The notes/note cards are there to show me that you have prepared for the meeting and they are there as a last resort reminder.

* During the remaining time, I and your second assessor will ask you a series of questions. All second assessors are expected to lead the discussion. During this time we might:

  • Challenge an assertion
  • Explore your knowledge/understanding of source material
  • Question your use of evidence. Ask questions if you don’t understand how the evidence is being used.
  • Ask that you clarify a point
  • Ask questions about the development of your thesis
  • Present counter arguments
  • Ask questions about your source material
  • Ask questions that give you an opportunity to demonstrate greater depth of control.