Wednesday, May 6, 2009
Saturday, May 2, 2009
The dining experience!
This blog is based on a dining experience with those shown in the photos above! Our instructor was one of the guests, but the purse is the only photo I could access regarding her! Here's a sample of what the dialogue might be at this dining experience with Jesus, MLK, my dog, my cat, Michael and Dr. Harris!Me - Hello everyone, thanks for being here! Our special guests each represent those who have made a significant impact on my life. First of all, I wouldn't be here without Jesus.
Jesus - Actually, none of us would!
Dog - AMEN!
Cat - Meow!
Me - MLK has inspired me to have a dream to teach!
MLK - I wanted to do special things for people.
Dr. Harris - That's how I feel about what I do, too!
Michael - I like feelings too, what do ya know!!
Jesus - Each of us has a special calling.
MLK - Each of us is responsible for determining that calling.
Dog - Did somebody call me?
Cat - I'm hungry!
Michael - I say we dig in!!
Jesus - Let us pray first - MLK will you please say grace?
MLK - God is great, God is good. Let us thank Him for our food.
Jesus - Amen
MLK - Pass the chitlins please
Dr. Harris - I'm really glad to be dining with such thrilling people!
Dog - Me too!
Cat - Meeeow!
Michael - Do I see tacos over there?
Dr. Harris - I'd like a Coca Cola please!
Michael - Not too much, don't want to lose that girlish figure!
Dr. Harris - Oh, don't make me blush!!
Dog - All this yakking means more leftovers for me!
Cat - Outta my way dog, you ARE NOT THE CATS MEOW!
Me - I say we chat later and dig in everybody!!!!!!
Good thing the semester is almost over - this blog really was difficult!
Friday, April 24, 2009
Historical Fiction
Supersentence definition of Historical Fiction = A novel that re-creates a period or event in history and often uses historical figures as some of its characters. A great example used in class was the movie made about the Titanic. I will continue to use that as a reference of description whenever I have to explain what HF is in my classroom.
I would use HF in the classroom for getting children to notice that nothing brings history to life better than a good story. Suddenly it's more than just dates and wars-it's real people, just like us, struggling and triumphing.
I searched the web and found this info that I wanted to share:
For some exciting ideas on how to use Historical Fiction in your classroom, be sure to check out the Web sites below!
Historical Fiction in the Classroomhttp://www.msu.edu/~vandeki3/ A curriculum overview with a wealth of great links-why and how to use historical fiction, lesson plans, book lists, and more.
Eyewitnesshttp://www.ibiscom.com/Get the inside scoop on history-told by the people who were there. Diary accounts, personal records, and excerpts from longer works illuminate the ancient world, the Middle Ages, the Civil War, the twentieth century, and more. An award winner!
You Be the Historianhttp://americanhistory.si.edu/hohr/springer/index.htmStudents study objects from a 200-year-old home to figure out how people actually lived. This exciting online activity includes a teacher's guide.
Historical Fictionhttp://hillside.coled.umn.edu/1994-95/ww2/historical.htmlThis elementary school classroom studied historical fiction and then wrote their own stories! Site includes lesson plans and student-written examples of historical fiction.
Historical Fiction in the Classroomhttp://www.msu.edu/~vandeki3/ A curriculum overview with a wealth of great links-why and how to use historical fiction, lesson plans, book lists, and more.
Eyewitnesshttp://www.ibiscom.com/Get the inside scoop on history-told by the people who were there. Diary accounts, personal records, and excerpts from longer works illuminate the ancient world, the Middle Ages, the Civil War, the twentieth century, and more. An award winner!
You Be the Historianhttp://americanhistory.si.edu/hohr/springer/index.htmStudents study objects from a 200-year-old home to figure out how people actually lived. This exciting online activity includes a teacher's guide.
Historical Fictionhttp://hillside.coled.umn.edu/1994-95/ww2/historical.htmlThis elementary school classroom studied historical fiction and then wrote their own stories! Site includes lesson plans and student-written examples of historical fiction.
....now that the semester is practically over, I've figured out how to add pictures to my blog : D
Sunday, April 12, 2009
Contemporary Realistic Fiction
1) Create a supersentence definition of CRF. Contemporary Realistic Fiction books have plots, characters, and settings that might be found in real life and are dealing with life's ups and downs.
2) How might I use this in my classroom? Using this type of book would be a way to introduce to students topics such as enemies, disabilities, religion, behavior, abandonment, divorce, friendship or even death. Each topic can be difficult, but by having a book with a story line behind it, the introduction may be less painful. Below are some books, with author and title listed, along with their story lines.
Avi. Nothing But the Truth: A Documentary Novel.A ninth-grader's suspension for humming "The Star-Spangled Banner" during homeroom becomes a national news story.
Bauer, Joan. Squashed.As a sixteen-year-old pursues her two goals -- growing the biggest pumpkin in Iowa and losing twenty pounds herself -- she strengthens her relationship with her father and meets a young man with interests similar to her own.
Bauer, Marion Dane On My Honor.When his best friend drowns while they are both swimming in a treacherous river that they had promised never to go near, Joel is devastated and terrified at having to tell both sets of parents the terrible consequences of their disobedience.
Bawden, Nina. Granny the Pag.Originally abandoned by her actor parents, who later attempt to gain custody, Cat wages a spirited campaign to decide her own fate and remain with her grandmother.
Blume, Judy. Are You There God? It's Me, Margaret.Faced with the difficulties of growing up and choosing a religion, Margaret talks over her problems with her own private God.
Byars, Betsy. The Burning Questions of Bingo Brown.A boy is puzzled by the comic and confusing questions of youth and by disturbing insights into adult conflicts.
Byars, Betsy. The Not-Just-Anybody Family.With a young brother in the hospital, a grandfather in jail, and their mother traveling with a rodeo, Maggie and Vern try to settle family problems.
Cleary, Beverly. Dear Mr. Henshaw.In his letters to his favorite author, Leigh reveals his problems in coping with his parents' divorce, being the new boy in school, and generally finding his own place in the world.
Creech, Sharon. Walk Two Moons.After her mother leaves home suddenly, thirteen-year-old Sal and her grandparents take a car trip retracing her mother's route.
Curtis, Christopher Paul. The Watsons Go to Birmingham -- 1963.The ordinary interactions and everyday routines of the Watsons, an African American family living in Flint, Michigan, are drastically changed after they go to visit Grandma in Alabama in the summer of 1963.
Danziger, Paula and Ann Martin. P.S. Longer Letter Later.Best friends Elizabeth and Tara*Starr continue their friendship through letter-writing after Tara*Starr's family moves to another state.
Fine, Anne. The Tulip Touch.Natalie, who lives in the large hotel managed by her father, has a dangerous friendship with Tulip, the wildly uncontrollable girl on a neighboring farm.
Fleischman, Paul. Seedfolks.One by one, a number of people of varying ages and backgrounds transform a trash-filled inner-city lot into a productive and beautiful garden, and in doing so, the gardeners themselves are transformed.
Freeman, Suzanne. The Cuckoo's Child.Mia refuses to believe that her parents are not coming back after they're reported lost at sea.
Konigsburg, E.L. The View From Saturday.Four students, with their own individual stories, develop a special bond and attract the attention of their teacher, a paraplegic, who chooses them to represent their sixth-grade class in the Academic Bowl competition.
MacLachlan, Patricia. Baby.Taking care of an abandoned baby helps a family come to terms with the death of their own infant son.
Myers, Walter Dean. Scorpions.After reluctantly taking on the leadership of a Harlem gang, Jamal finds that his enemies treat him with respect when he acquires a gun -- until a tragedy occurs.
Naylor, Phyllis Reynolds. Shiloh.When he finds a beagle in the hills near his home, Marty tries to hide it from his family and the dog's real owner, a mean-spirited man known to mistreat his dogs.
Paterson, Katherine. Bridge to Terabithia.The life of a boy in rural Virginia expands when he befriends a newcomer who subsequently meets an untimely death trying to reach their hideaway, Terabithia, during a storm.
Paterson, Katherine. The Great Gilly Hopkins.An eleven-year-old foster child tries to cope with her longings and fears as she schemes against everyone who tries to be friendly.
Paulsen, Gary. The Crossing.Manny, a street kid fighting for survival in a Mexican border town, develops a strange friendship with an emotionally disturbed American soldier who decides to help him get across the border.
Rylant, Cynthia. Missing May.After the death of her beloved aunt who has raised her, Summer and her uncle Ob leave their West Virginia trailer in search of the strength to go on living.
Smith, Doris Buchanan. A Taste of Blackberries.No one, least of all his best friend, dreamed that Jamie's exuberance and a harmless prank could end in his sudden death. But when it does, his friend must find the strength to bear his grief and his feeling that he might have saved his friend.
Soto, Gary. Taking Sides.Lincoln Mendoza, an aspiring basketball player, must come to terms with his divided loyalties when he moves from the Hispanic inner city to a suburban neighborhood.
Spinelli, Jerry. Maniac Magee.After his parents die, Jeffrey Lionel Magee's life becomes legendary, as he accomplishes athletic and other feats which awe his contemporaries.
Spinelli, Jerry. Wringer.As Palmer comes of age, he must either accept the violence of being a wringer at his town's annual Pigeon Day or find the courage to oppose it.
Voigt, Cynthia. Bad Girls.After meeting on the first day in Mrs. Chemsky's fifth-grade class, Margalo and Mikey help each other in and out of trouble, as they try to maintain a friendship while each asserts her independence.
2) How might I use this in my classroom? Using this type of book would be a way to introduce to students topics such as enemies, disabilities, religion, behavior, abandonment, divorce, friendship or even death. Each topic can be difficult, but by having a book with a story line behind it, the introduction may be less painful. Below are some books, with author and title listed, along with their story lines.
Avi. Nothing But the Truth: A Documentary Novel.A ninth-grader's suspension for humming "The Star-Spangled Banner" during homeroom becomes a national news story.
Bauer, Joan. Squashed.As a sixteen-year-old pursues her two goals -- growing the biggest pumpkin in Iowa and losing twenty pounds herself -- she strengthens her relationship with her father and meets a young man with interests similar to her own.
Bauer, Marion Dane On My Honor.When his best friend drowns while they are both swimming in a treacherous river that they had promised never to go near, Joel is devastated and terrified at having to tell both sets of parents the terrible consequences of their disobedience.
Bawden, Nina. Granny the Pag.Originally abandoned by her actor parents, who later attempt to gain custody, Cat wages a spirited campaign to decide her own fate and remain with her grandmother.
Blume, Judy. Are You There God? It's Me, Margaret.Faced with the difficulties of growing up and choosing a religion, Margaret talks over her problems with her own private God.
Byars, Betsy. The Burning Questions of Bingo Brown.A boy is puzzled by the comic and confusing questions of youth and by disturbing insights into adult conflicts.
Byars, Betsy. The Not-Just-Anybody Family.With a young brother in the hospital, a grandfather in jail, and their mother traveling with a rodeo, Maggie and Vern try to settle family problems.
Cleary, Beverly. Dear Mr. Henshaw.In his letters to his favorite author, Leigh reveals his problems in coping with his parents' divorce, being the new boy in school, and generally finding his own place in the world.
Creech, Sharon. Walk Two Moons.After her mother leaves home suddenly, thirteen-year-old Sal and her grandparents take a car trip retracing her mother's route.
Curtis, Christopher Paul. The Watsons Go to Birmingham -- 1963.The ordinary interactions and everyday routines of the Watsons, an African American family living in Flint, Michigan, are drastically changed after they go to visit Grandma in Alabama in the summer of 1963.
Danziger, Paula and Ann Martin. P.S. Longer Letter Later.Best friends Elizabeth and Tara*Starr continue their friendship through letter-writing after Tara*Starr's family moves to another state.
Fine, Anne. The Tulip Touch.Natalie, who lives in the large hotel managed by her father, has a dangerous friendship with Tulip, the wildly uncontrollable girl on a neighboring farm.
Fleischman, Paul. Seedfolks.One by one, a number of people of varying ages and backgrounds transform a trash-filled inner-city lot into a productive and beautiful garden, and in doing so, the gardeners themselves are transformed.
Freeman, Suzanne. The Cuckoo's Child.Mia refuses to believe that her parents are not coming back after they're reported lost at sea.
Konigsburg, E.L. The View From Saturday.Four students, with their own individual stories, develop a special bond and attract the attention of their teacher, a paraplegic, who chooses them to represent their sixth-grade class in the Academic Bowl competition.
MacLachlan, Patricia. Baby.Taking care of an abandoned baby helps a family come to terms with the death of their own infant son.
Myers, Walter Dean. Scorpions.After reluctantly taking on the leadership of a Harlem gang, Jamal finds that his enemies treat him with respect when he acquires a gun -- until a tragedy occurs.
Naylor, Phyllis Reynolds. Shiloh.When he finds a beagle in the hills near his home, Marty tries to hide it from his family and the dog's real owner, a mean-spirited man known to mistreat his dogs.
Paterson, Katherine. Bridge to Terabithia.The life of a boy in rural Virginia expands when he befriends a newcomer who subsequently meets an untimely death trying to reach their hideaway, Terabithia, during a storm.
Paterson, Katherine. The Great Gilly Hopkins.An eleven-year-old foster child tries to cope with her longings and fears as she schemes against everyone who tries to be friendly.
Paulsen, Gary. The Crossing.Manny, a street kid fighting for survival in a Mexican border town, develops a strange friendship with an emotionally disturbed American soldier who decides to help him get across the border.
Rylant, Cynthia. Missing May.After the death of her beloved aunt who has raised her, Summer and her uncle Ob leave their West Virginia trailer in search of the strength to go on living.
Smith, Doris Buchanan. A Taste of Blackberries.No one, least of all his best friend, dreamed that Jamie's exuberance and a harmless prank could end in his sudden death. But when it does, his friend must find the strength to bear his grief and his feeling that he might have saved his friend.
Soto, Gary. Taking Sides.Lincoln Mendoza, an aspiring basketball player, must come to terms with his divided loyalties when he moves from the Hispanic inner city to a suburban neighborhood.
Spinelli, Jerry. Maniac Magee.After his parents die, Jeffrey Lionel Magee's life becomes legendary, as he accomplishes athletic and other feats which awe his contemporaries.
Spinelli, Jerry. Wringer.As Palmer comes of age, he must either accept the violence of being a wringer at his town's annual Pigeon Day or find the courage to oppose it.
Voigt, Cynthia. Bad Girls.After meeting on the first day in Mrs. Chemsky's fifth-grade class, Margalo and Mikey help each other in and out of trouble, as they try to maintain a friendship while each asserts her independence.
Saturday, April 4, 2009
Poetry
Because poetry is Dr. Harris' favorite genre, I've decided to share some of my personal writings from many years ago. I hope it is inspiring and uplifting to everyone and to no one offensive......
Dear Lord,
I'm writing you in my spare time,
letting you know what's on my mind.
Not very often do I take the chance
to let my emotions slip into a trance.
I'm usually so tied up in my own things,
trying to make knots with broken strings;
always relying on my own thoughts
and so many times, getting caught.
When You created our lives
You did it with such perfect strides.
You gave us each day
to spend our own way.
You gave us our family and friends
with which much of our time we spend.
Most important, You gave Yourself
and showed us we could do nothing by ourself.
You showed us a life.
You showed us a light.
By giving us these things,
You enhanced our dreams.
We now have a sight of things to come,
like a life everlasting in your heavenly kingdom.
By leading a life of proper growth
we give to You our promised oath.
To simply come to You and pray
that by Your side we would stay.
Life
Our life is like
one big highway.
Yet instead of cars,
there are people.
So many going
the same way.
Eventually having to make
their separate decisions
to lead to their own
special destiny.
Why
Why in the world
do I get this way?
All tired and mad
with nothing to say.
I can't help myself
when this mood comes on.
I just sit around
until it's gone.
I hope someday
I'll be willing to say
if it weren't for God
I'd still be that way.
The Bible
The Bible is a book
with words so true.
It speaks to hearts
both old and new.
It teaches us
day by day
to be ready for Him
When He comes our way.
Telling us
day by day
how to live
a better way.
God's Love
With love from above
I have left you this book.
To be with you always.
Upon which always to look.
Understand
The words of today
are, 'always to pray'
to our Father above
who has left us His love.
My Psalm
Oh Lord, God of Love
Thou are the most high
from heaven above
Thou are the one; your Son who died
to forgive our sins
and have eternal life.
Oh Lord, God of Love
You are our refuge and strength
You are the one I love
and You are the one
of whom I think.
I guess I got carried away and added more than I meant to. But this is a collection that I put together as a teenager and it means so much to me that I didn't mean to overuse this as an opportunity to share it.....................but I couldn't help myself!
Dear Lord,
I'm writing you in my spare time,
letting you know what's on my mind.
Not very often do I take the chance
to let my emotions slip into a trance.
I'm usually so tied up in my own things,
trying to make knots with broken strings;
always relying on my own thoughts
and so many times, getting caught.
When You created our lives
You did it with such perfect strides.
You gave us each day
to spend our own way.
You gave us our family and friends
with which much of our time we spend.
Most important, You gave Yourself
and showed us we could do nothing by ourself.
You showed us a life.
You showed us a light.
By giving us these things,
You enhanced our dreams.
We now have a sight of things to come,
like a life everlasting in your heavenly kingdom.
By leading a life of proper growth
we give to You our promised oath.
To simply come to You and pray
that by Your side we would stay.
Life
Our life is like
one big highway.
Yet instead of cars,
there are people.
So many going
the same way.
Eventually having to make
their separate decisions
to lead to their own
special destiny.
Why
Why in the world
do I get this way?
All tired and mad
with nothing to say.
I can't help myself
when this mood comes on.
I just sit around
until it's gone.
I hope someday
I'll be willing to say
if it weren't for God
I'd still be that way.
The Bible
The Bible is a book
with words so true.
It speaks to hearts
both old and new.
It teaches us
day by day
to be ready for Him
When He comes our way.
Telling us
day by day
how to live
a better way.
God's Love
With love from above
I have left you this book.
To be with you always.
Upon which always to look.
Understand
The words of today
are, 'always to pray'
to our Father above
who has left us His love.
My Psalm
Oh Lord, God of Love
Thou are the most high
from heaven above
Thou are the one; your Son who died
to forgive our sins
and have eternal life.
Oh Lord, God of Love
You are our refuge and strength
You are the one I love
and You are the one
of whom I think.
I guess I got carried away and added more than I meant to. But this is a collection that I put together as a teenager and it means so much to me that I didn't mean to overuse this as an opportunity to share it.....................but I couldn't help myself!
Saturday, March 28, 2009
Modern Fantasy
1) What is modern fantasy? Modern fantasy includes literature books that take readers into settings where the impossible becomes possible. Books like Alice's Adventures in Wonderland, The Borrowers, The Chronicles of Narnia, or The Tale of Peter Rabbit may be examples.
2) Design a classroom activity (name, directions) I would title this activity Chivalry Characteristics. After reading several different stories about chivalry (like Don Quixote, The Hobbit, Lord of the Rings) in modern fantasy, I would have students work in small groups of 3-4 to list character traits that seem to be part of the code of chivalry. The group which generates the longest legitimate list gets a reward of some type (homework passes). The teacher records on the chalkboard all traits from all groups at random. These traits are then grouped into categories such as physical characteristics, attitudes toward other people, attitudes toward battle, etc. Finally students discuss within their original groups which characteristics remain important today and which are no longer important. Then I would ask them to try to explain why certain traits have become less important while others have remained.
2) Design a classroom activity (name, directions) I would title this activity Chivalry Characteristics. After reading several different stories about chivalry (like Don Quixote, The Hobbit, Lord of the Rings) in modern fantasy, I would have students work in small groups of 3-4 to list character traits that seem to be part of the code of chivalry. The group which generates the longest legitimate list gets a reward of some type (homework passes). The teacher records on the chalkboard all traits from all groups at random. These traits are then grouped into categories such as physical characteristics, attitudes toward other people, attitudes toward battle, etc. Finally students discuss within their original groups which characteristics remain important today and which are no longer important. Then I would ask them to try to explain why certain traits have become less important while others have remained.
Sunday, March 22, 2009
Traditional Literature
1)Give a supersentence definition of Traditional Literature. My definition of TL would be a type of story, like folktales, fables, legends or myths, that is passed down family lines in the form of a tradition.
2) How can you use TL in classrooms? Give details. Any time folktales, fables, legends or myths are introduced to students, they will be exposed to TL. For younger ages, a book like the Gingerbread Boy or The Three Billy Goats Gruff or Cinderella. Then there are also books like The Serpent and the Sea, The Hare and the Tortoise, Aladdin, or Robin Hood.
3) Will I use TL in my classroom? Why or why not? I don't think any teacher should not use TL in the classroom. By exposing students to different forms of literature, it gives them a selection of types of reading to possibly become interested in for years to come. How will children learn about things like the supernatural, morals or satire, human emotions, or bravery if they are not given a chance to be exposed to them?
2) How can you use TL in classrooms? Give details. Any time folktales, fables, legends or myths are introduced to students, they will be exposed to TL. For younger ages, a book like the Gingerbread Boy or The Three Billy Goats Gruff or Cinderella. Then there are also books like The Serpent and the Sea, The Hare and the Tortoise, Aladdin, or Robin Hood.
3) Will I use TL in my classroom? Why or why not? I don't think any teacher should not use TL in the classroom. By exposing students to different forms of literature, it gives them a selection of types of reading to possibly become interested in for years to come. How will children learn about things like the supernatural, morals or satire, human emotions, or bravery if they are not given a chance to be exposed to them?
Wednesday, March 4, 2009
Picture Book Blog
1)What are picture books? When can you use them? How? Are there any limitations?
Picture books have more pictures than words. They tell stories through the pictures without using as much text. They can be used anywhere, anytime. They are especially helpful for smaller children just learning to read and other people of any age that may not be expert readers. I think there are no limitations to the use of picture books.
2) How do you evaluate or select a picture book? What is the process?
In evaluating or selecting a picture book, the person selecting should consider the following: accuracy, illustrations, avoiding stereotypes, appeal, theme, purpose, language, interests, age level, and whether or not the text and illustrations are harmonious. This is basically what every reader does when selecting books. This is just the extended version of selecting high quality picture books.
3) What are my personal views on picture books? Like, dislike? Why? Use, not use? Why?
I totally enjoy picture books. Beginning with the ones that little babies can use that are plastic! There are so many variations of picture books that apply to every audience. There are also picture books that can be used as learning tools, such as alphabet books, math books, instructional books, concept books, etc. I especially like the wordless picture books. I feel that those allow the imagination to go to the fullest extent. Picture books should be everyone's favorite type of book.
Picture books have more pictures than words. They tell stories through the pictures without using as much text. They can be used anywhere, anytime. They are especially helpful for smaller children just learning to read and other people of any age that may not be expert readers. I think there are no limitations to the use of picture books.
2) How do you evaluate or select a picture book? What is the process?
In evaluating or selecting a picture book, the person selecting should consider the following: accuracy, illustrations, avoiding stereotypes, appeal, theme, purpose, language, interests, age level, and whether or not the text and illustrations are harmonious. This is basically what every reader does when selecting books. This is just the extended version of selecting high quality picture books.
3) What are my personal views on picture books? Like, dislike? Why? Use, not use? Why?
I totally enjoy picture books. Beginning with the ones that little babies can use that are plastic! There are so many variations of picture books that apply to every audience. There are also picture books that can be used as learning tools, such as alphabet books, math books, instructional books, concept books, etc. I especially like the wordless picture books. I feel that those allow the imagination to go to the fullest extent. Picture books should be everyone's favorite type of book.
Sunday, March 1, 2009
Blog #4 - Intl - vs - Multi
International literature originates in a specific country and is then translated into other languages. It is different than multicultural literature in that multicultural represents cultures and ethnicity's that are written anywhere, not necessarily in the country being referenced.
International literature is important in classrooms since it introduces children of all ages to issues outside of their local scopes.
By exploring multicultural genres in class, we were made aware of the description and examples of books available. While covering international literature, we were also made aware of descriptions, definitions and similarities and differences between it and multicultural literature. The most significant difference is where international literature originates.
Since I missed class when the blog assignment was given, I did not understand the instructions!
For my International class instruction, I would have the students find the location of the origin of the book they are reading. I would also have them try to find out what language they spoke in that country of origin.
For my Multicultural class instruction, I would have the students try to bring in an item directly related to the book they were reading. For example if it was a book written about Mexico, the students could bring in a tortilla, or a sombrero, etc. I would also have them try to find a person from the country that was written about and find out what that person has to say about their country of origin.
International literature is important in classrooms since it introduces children of all ages to issues outside of their local scopes.
By exploring multicultural genres in class, we were made aware of the description and examples of books available. While covering international literature, we were also made aware of descriptions, definitions and similarities and differences between it and multicultural literature. The most significant difference is where international literature originates.
Since I missed class when the blog assignment was given, I did not understand the instructions!
For my International class instruction, I would have the students find the location of the origin of the book they are reading. I would also have them try to find out what language they spoke in that country of origin.
For my Multicultural class instruction, I would have the students try to bring in an item directly related to the book they were reading. For example if it was a book written about Mexico, the students could bring in a tortilla, or a sombrero, etc. I would also have them try to find a person from the country that was written about and find out what that person has to say about their country of origin.
Thursday, February 12, 2009
Blog #3 - Evaluations
1. Describe how to effectively evaluate books for kids. Is this value based?
I believe to evaluate books for kids, there should be several things taken into consideration. Is it age appropriate, believable, natural, did it have strengths and weaknesses, did it have a theme? All of these things would determine whether or not the evaluator considered the book to be good.
I definitely believe the evaluation issues would be value based. Each evaluator is chosen for specific reasons. Those reasons could be educational, pleasurable, informative, religious, or etc. With those specific interests in mind, the evaluation issues would be value based on those categories.
2. Why do character/setting analysis on children's books? What does it accomplish?
Character and setting analysis should be included by evaluators for a reason similar to what I've mentioned above. Evaluating these issues point out whether or not it is age appropriate. Children have no business reading the same materials that adults might. The most immediate examples that comes to mind are keeping things like profanity, adult settings, or even things like medically related issues away from children. Allowing things such as those to be available for children does not promote a healthy frame of mind. As for the medically related readings, it probably would be too advanced to read in the first place and it might bore them to death! How healthy would that be? By 'censoring' what children read even to the slightest degree, it helps them grow at a pace that is beneficial to everyone involved.
Thursday, February 5, 2009
Chapter 2 Blog
Chapter 2 reviews the history of children's literature. It states that before recorded history, family units and tribes shared their traditions and values through stories told around the campfire. Before the 1400's the literary heritage in Europe was mainly based on parchment manuscripts that were handwritten by monks and scribes. Around 1450 Johannes Gutenberg discovered a movable metal type which began the mass production of books. Before 1476 most children's books were not written with their interest in mind, so William Caxton began writing specifically for them. His most important publication may be considered the Fables of Aesop. During the 1600's political upheaval, religious dissent and censorship affected English literature. Book titles began stressing the importance of providing moral instruction for children. Since John Locke envisioned the child's mind as a blank page, he began writing books relating to the healthy upbringing of children. During the 1700's Charles Perrault published what is known today as the Tales of Mother Goose. These writing were mostly fairy tales retold from older traditions. In 1719 Daniel Defoe authored and published the adventure story Robinson Crusoe while in jail. Jean-Jacques Rousseau believed that children should be accompanied in their search for knowledge, so in 1762 he wrote Emile which stressed the importance of harmonious experiences in children's natural development. The Victorian authors of the 1800's were sensitive to the realities of poor children. From that mindset, Charles Dickens wrote about those unfortunate children in his book Oliver Twist. With the 19th century came what may be considered the greatest writer of adventure, Mark Twain and his book The Adventures of Huckleberry Finn. Throughout history, other authors such as John Newberry and Hans Christian Anderson became famous for their input towards children's literature.
Censorship, although it has always existed in some form, became prevalent during the late 1960's and '70's. This censorship covered topics like racism, sexism and other forms of discrimination. There became a period of change regarding children and the family beginning in the late 1800's. Books began stressing the importance of responsibility and self improvement. Books like Little Women by Louisa May Alcott and All-of-a-Kind Family by Sydney Taylor emphasize values of a traditional family. Since the late 1960's, however, children's literature has made changes. The ideal traditional family has declined and is reflective of emotional problems and personal issues as depicted in Meg Rosoff''s, How I live Now.
Overall, I believe this chapter highlights the different roles that authors have taken over the years in consideration of children's literature. It points out how books have changed in relation to the time periods and what their contents may reflect in relation to that specific time.
Censorship, although it has always existed in some form, became prevalent during the late 1960's and '70's. This censorship covered topics like racism, sexism and other forms of discrimination. There became a period of change regarding children and the family beginning in the late 1800's. Books began stressing the importance of responsibility and self improvement. Books like Little Women by Louisa May Alcott and All-of-a-Kind Family by Sydney Taylor emphasize values of a traditional family. Since the late 1960's, however, children's literature has made changes. The ideal traditional family has declined and is reflective of emotional problems and personal issues as depicted in Meg Rosoff''s, How I live Now.
Overall, I believe this chapter highlights the different roles that authors have taken over the years in consideration of children's literature. It points out how books have changed in relation to the time periods and what their contents may reflect in relation to that specific time.
Wednesday, January 28, 2009
MY FAVORITE TEACHER!
This topic is very meaningful to me since I've wanted to be a teacher since I was in the second grade! In all honesty there isn't any one thing I can remember about the second grade except the teacher's name - Mrs. Sebesta. My father was in the Army and so we lived in Germany and that is where I was for 2nd grade. Anyway, since I've wanted to teach ever since her class, I guess she must have made an impression on me somehow! But, being that it was over 35 years ago, it's really hard to put my finger on it. I have, however, maintained my dream. I can only guess that she made the class fun, interesting, enriching, pleasant and worthwhile. I only hope that as I become a teacher that I can indeed follow in her footsteps. God Bless You, Mrs. Sebesta, wherever you are!
Life is not what happens to you,
but how you react to it....
for what caused you to react will
surely pass,
but how you continue to react can
only be passed by you.
Life is not what happens to you,
but how you react to it....
for what caused you to react will
surely pass,
but how you continue to react can
only be passed by you.
Monday, January 26, 2009
Chapter 1
This is my summary of Chapter 1.
Through books children discover enjoyment. Books relay heritage from generation to generation. Books provide not only historical fiction, but science fiction, contemporary reading, information, biographies, photographs, realities, concepts and poetry. Reading can develop five areas of emotional intelligence: 1) self awareness, 2) managing emotions, 3) handling anxiety, 4) motivation and 5) sensitivity. It has been determined that literature has profound influences o a child's language development. Those with higher language proficiency are more in control of their ideas, showing unity and planning both in their reading and writing capabilities. Words are not the only means of communicating through books. Wordless books are extremely stimulating for oral and written language. Texts do vary greatly depending on their language. Similes, vivid language and metaphors are a few ways reading is enhanced. Children's literature is an introduction for developing basic operations required for thinking which are: 1) observing, 2) comparing, 3) classifying, 4) hypothesizing, 5) organizing, 6) summarizing, 7) applying and 8) criticizing. Through reading, children develop their stages of personality while developing their self esteem. Literature reinforces to children that their feelings are common. It explores from several viewpoints. It displays various emotions and how they can be dealt with. Literature points out that a persons emotions may be conflicting. Through reading, readers can develop socially. Three types of social development are 1) regulating behavior, 2) promoting personal growth, and 3) perpetuating social order. There are several factors involved in literature responses. Those factors are: 1) factors within readers, 2) factors within texts, 3) factors within contexts, 4) responses, 5) analyzing responses, and 6) motivation. These factors are responsible for increasing or decreasing interest, engagement and critical thinking. Overall, literature can instill values for children. It can be provocative in child development and it can enhance children's responses to every day life.
To me a value is considered a characteristic that people hold in high esteem. I consider respect to be the most valuable characteristic. I believe that through respect, people incorporate other aspects such as patience, understanding, steadfastness, family, religious recognition, politeness, trustworthiness, morals, etc. I learned this value over the years. It possibly originated with my family, but it has grown to incorporate other influences that I've been exposed to over the period of my lifetime. I truly believe that this value can be taught through example, expressions, personality and through direct verbal introduction. I most definitely try to teach this value with the way I carry myself, the speech I choose to use or not use, the locations I frequent, the stickers I do or do not have on my car, or even the clothes that I do or do not wear. I feel it is easily taught on a daily basis for those that may literally be recipients of the influence or not.
Life is not what happens to you,
but how you react to it....
for what caused you to react will
surely pass,
but how you continue to react can
only be passed by you.
Through books children discover enjoyment. Books relay heritage from generation to generation. Books provide not only historical fiction, but science fiction, contemporary reading, information, biographies, photographs, realities, concepts and poetry. Reading can develop five areas of emotional intelligence: 1) self awareness, 2) managing emotions, 3) handling anxiety, 4) motivation and 5) sensitivity. It has been determined that literature has profound influences o a child's language development. Those with higher language proficiency are more in control of their ideas, showing unity and planning both in their reading and writing capabilities. Words are not the only means of communicating through books. Wordless books are extremely stimulating for oral and written language. Texts do vary greatly depending on their language. Similes, vivid language and metaphors are a few ways reading is enhanced. Children's literature is an introduction for developing basic operations required for thinking which are: 1) observing, 2) comparing, 3) classifying, 4) hypothesizing, 5) organizing, 6) summarizing, 7) applying and 8) criticizing. Through reading, children develop their stages of personality while developing their self esteem. Literature reinforces to children that their feelings are common. It explores from several viewpoints. It displays various emotions and how they can be dealt with. Literature points out that a persons emotions may be conflicting. Through reading, readers can develop socially. Three types of social development are 1) regulating behavior, 2) promoting personal growth, and 3) perpetuating social order. There are several factors involved in literature responses. Those factors are: 1) factors within readers, 2) factors within texts, 3) factors within contexts, 4) responses, 5) analyzing responses, and 6) motivation. These factors are responsible for increasing or decreasing interest, engagement and critical thinking. Overall, literature can instill values for children. It can be provocative in child development and it can enhance children's responses to every day life.
To me a value is considered a characteristic that people hold in high esteem. I consider respect to be the most valuable characteristic. I believe that through respect, people incorporate other aspects such as patience, understanding, steadfastness, family, religious recognition, politeness, trustworthiness, morals, etc. I learned this value over the years. It possibly originated with my family, but it has grown to incorporate other influences that I've been exposed to over the period of my lifetime. I truly believe that this value can be taught through example, expressions, personality and through direct verbal introduction. I most definitely try to teach this value with the way I carry myself, the speech I choose to use or not use, the locations I frequent, the stickers I do or do not have on my car, or even the clothes that I do or do not wear. I feel it is easily taught on a daily basis for those that may literally be recipients of the influence or not.
Life is not what happens to you,
but how you react to it....
for what caused you to react will
surely pass,
but how you continue to react can
only be passed by you.
Monday, January 19, 2009
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