Silly Journals: The Use of
“Diary of a Wimpy Kid”
in the ESL Classroom
by Mari-Carmen Rivera-Marrero
All About Me


 Ramey School, Ramey Base, Aguadilla (1987-1999)

 Bachelor's degree in Teaching Physical Education,
  Se...
Professional Background

 I have been a teacher at the
  Academia Pentecostal Bethel
  for six years
    Second to Fourth...
APB
Academia Pentecostal Bethel

 Located between two public schools and different shops

 Students from different social le...
Academia Pentecostal Bethel

    Physical structure


    Three buildings
    Lunchroom/cafeteria
    Computer laboratory...
My Classroom
    Technology


    Facilities


    Infrastructure

Personal Philosophy

“…relationship of students to teacher is,
 without question, dialogical, each
 having something to co...
Personal Philosophy

“Conscientizaçao or conscientization is defined as the
  process by which students, as empowered subj...
A Typical Day in the Classroom

 “One of the most important legacies of public
  education has been to provide students w...
How I “Normally” Teach
         Writing
 Using vocabulary to write stories

“…a journal is a powerful tool of creative ex...
Objectives (Wimpy Kid)
      Diary of a Wimpy Kid
   Audience
     Seventh Grade

   Why teach it?
     They needed some...
Diary of a Wimpy Kid
Procedure
             Step by Step
       Read and complete the handouts given
        carefully, being as truthful as y...
The End!
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Silly Journals: The Use of “Diary of a Wimpy Kid” in the ESL Classroom

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Silly Journals: The Use of “Diary of a Wimpy Kid” in the ESL Classroom

  1. 1. Silly Journals: The Use of “Diary of a Wimpy Kid” in the ESL Classroom by Mari-Carmen Rivera-Marrero
  2. 2. All About Me  Ramey School, Ramey Base, Aguadilla (1987-1999)  Bachelor's degree in Teaching Physical Education, Secondary level, University of Puerto Rico, Mayagüez (2003)  Master’s degree in Curriculum and Teaching Physical Education, Pontific Catholic University of Puerto Rico, Mayagüez (2007)  Certification as English teacher in progress! 
  3. 3. Professional Background  I have been a teacher at the Academia Pentecostal Bethel for six years Second to Fourth grade Fifth to Ninth grade Kindergarten  I was an English tutor at La Casa de la Juventud  I haven’t taught Physical Education but have been assistant coach to the school’s volleyball teams
  4. 4. APB
  5. 5. Academia Pentecostal Bethel  Located between two public schools and different shops  Students from different social levels attend the school  Elementary and middle school grades are taught  There are four sports’ teams  Last year approximately 185 students were enrolled  Parents participation is visible in the elementary level
  6. 6. Academia Pentecostal Bethel Physical structure  Three buildings Lunchroom/cafeteria Computer laboratory Science laboratory Title I trailer  Playground area 
  7. 7. My Classroom Technology  Facilities  Infrastructure 
  8. 8. Personal Philosophy “…relationship of students to teacher is, without question, dialogical, each having something to contribute and receive” (Critical Pedagogy: An Introduction, pg 15)
  9. 9. Personal Philosophy “Conscientizaçao or conscientization is defined as the process by which students, as empowered subjects, achieve a deepening awareness of the social realities that shape their lives and discover their own capacities to re-create them. “ (Critical Pedagogy: An Introduction, pg 15)
  10. 10. A Typical Day in the Classroom  “One of the most important legacies of public education has been to provide students with critical capacities, the knowledge, and the values to become active citizens striving to realize a vibrant democratic society. Within this tradition, Americans have defined schooling as a public good and a fundamental right (Dewey, 1916; Giroux, 1988).
  11. 11. How I “Normally” Teach Writing  Using vocabulary to write stories “…a journal is a powerful tool of creative expression and self-healing…” (Schiwy, Marlene A. 1986) “the journal is the place to experiment with writing, to be as silly or as serious as you want.” (In Our Own Words: Student Writers at Work, pg 15)
  12. 12. Objectives (Wimpy Kid) Diary of a Wimpy Kid  Audience Seventh Grade  Why teach it? They needed something to channel their energy, their problems, into  What I expect to happen (achieve). Relief, funny comments, for them to realize that they don’t have to grow up so soon and that they’re not the only one with problems at school and at home (conscientization)
  13. 13. Diary of a Wimpy Kid
  14. 14. Procedure Step by Step  Read and complete the handouts given carefully, being as truthful as you can  Choose your favorite handout and write a journal entry based on how it relates to you and why you chose it as your favorite  If it has to do with a past experience, don’t be afraid to narrate what happened and how you felt after it  If it has to do with something you’d like to happen, or you had never realized, also feel happy to write it down
  15. 15. The End!

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