These last 2 weeks of class really highlighted and concentrated on synthesizing the information we have learned throughout the semester. It was during these weeks that projects were developed, and all that we have learned throughout the semester was being shown in the form of projects, blogs, websites, and online binders. I was a nervous wreck throughout these last weeks, because I was introduced and required to use technology I was not familiar with. However, I am glad that I was pushed to use these technology mediums because they are now something I can refer to in my own teaching.
Also, we had Devon's baby shower. I thought it was so sweet of Lindsay and Denise to plan such a though out class!!
Tuesday, December 16, 2014
Tuesday, November 25, 2014
But How Do I Teach It? Week 13 Chapters 11&12 Analysis
Chapter 11: Instruction
The presence of literature in the classroom is not enough. We must also know how to teach it, as well as weave it into our curriculums. I really liked this chapter because it highlighted the teaching aspect of literature, as well as gave resources on how to integrate teaching strategies and specific curriculums. Figure 11.1 on page 340 was helpful, as developing literacy coaches, because it gives examples of what set programs with intertwined literature looks like. Throughout the chapter, however, I really enjoyed the teaching points: they were familiar to me and helped me organize the content learned in the book, mentally. Reading aloud, storytelling, choral speaking, and drama are just a few of the practices that can be used in the classroom that I thoroughly enjoyed.
Chapter 12: Instruction in Middle and High School
I did not really find this chapter helpful because I am a certified elementary teacher. Middle and high school is out of my comfort zone, nor is it relevant to my classroom experience because I have only had interaction and experience with the younger grades. However, I think that this chapter is helpful for someone that does teach these grades, and that they would find this chapter as helpful as I found Chapter 11.
The presence of literature in the classroom is not enough. We must also know how to teach it, as well as weave it into our curriculums. I really liked this chapter because it highlighted the teaching aspect of literature, as well as gave resources on how to integrate teaching strategies and specific curriculums. Figure 11.1 on page 340 was helpful, as developing literacy coaches, because it gives examples of what set programs with intertwined literature looks like. Throughout the chapter, however, I really enjoyed the teaching points: they were familiar to me and helped me organize the content learned in the book, mentally. Reading aloud, storytelling, choral speaking, and drama are just a few of the practices that can be used in the classroom that I thoroughly enjoyed.
Chapter 12: Instruction in Middle and High School
I did not really find this chapter helpful because I am a certified elementary teacher. Middle and high school is out of my comfort zone, nor is it relevant to my classroom experience because I have only had interaction and experience with the younger grades. However, I think that this chapter is helpful for someone that does teach these grades, and that they would find this chapter as helpful as I found Chapter 11.
Is It Fact or Fiction? Week 12 Chapter 10 Class and Reading Review
This week we focused on nonfiction texts and not only their content, but also their style of writing. Here is a table I considered to be most helpful in picking out quality nonfiction. It can be found on page 307 of the text:
Accuracy:
Accuracy:
- Facts are complete
- Balance of fact and theory
- Scope appropriate to subject and audience
- Author's resources are documented
Organization:
- Clearly developed ideas
- Interrelationships between fact and theory
Design:
- Attractive format
- Illustrations and pictures depict concept
Style:
- Interesting writing
- Appropriate terminology
Required, But Well-Loved Text Reviews
·
What Color is My World? MC BIN/OVERCOMING
ADVERSITY
o
Summary of content/review: This book highlights
the inventions, still used today, by African American inventors. Many of these inventors are overseen, but
without their inventions, life as we know it today wouldn’t exist. This text highlights these inventors and
their accomplishments, all while paying tribute to their African American
heritage.
o
Evaluation: This book is an informational text,
set up in a fun and engaging format for elementary-aged audiences. It has a handful of flaps, filled with fun
facts about these inventors and inventions.
o
Target audience: 4th-6th
grades
o
Connection to classroom: I would use this text
in my classroom as a reference for conducting research about these people and
their inventions. I would also use this
text when speaking about accomplishments of African Americans.
·
Julie Andrews Poems POETRY
o
Summary of content/review: This work is an
assortment of poems hand picked, and some even written by Julie Andrews and her
daughter, describing coming of age.
o
Evaluation: The overall theme of these poems is
coming of age. These poems explore the
innocence of childhood, to the tribulations of teenage years, to the arrival of
adulthood.
o
Target audience: 6th grade and up
o
Connection to classroom: I would use these poems
during a coming-of-age unit as a supplementary text, having students pay close
attention to the specific diction and word choice used to convey the theme.
·
Tuck Everlasting COMING OF AGE BIN
o
Summary of content/review: This fictional novel
describes young love and a confrontation with a life-changing choice. Winnie Foster’s childhood/adolescence, set in
the Victorian era, is showing of the times.
o
Evaluation: The major theme in this novel is
coming-of-age. Winnie is faced with a
life-changing decision that of which would affect every facet of her current
position.
o
Target audience: 4th-6th
grades
o
Connection to classroom: I would use this text
when discussing theme of texts, specifically, coming-of-age. I would use this text as a mentor text.
·
Words Set Me Free – MC BIN/OVERCOMING ADVERSITY
o
Summary of content/review: This text depicts
Fredrick Douglass through his childhood years, along with his love for writing,
and his desire for African Americans to be treated equally.
o
Evaluation: This text uses the theme of overcoming
adversity and remaining true to self in times of struggle. The depiction of Frederick Douglass as a
young boy makes him relatable to children.
o
Target audience: 3rd-5th
grade
o
Connection to classroom: I would use this text
in a thematic bin focusing on the overcoming of adversity. I would also use this text during a social
studies unit that depicts adversity and how it was shown throughout U.S.
history.
·
Love that Dog POETRY
o
Summary of content/review: This text depicts the
unwillingness of the main character, Jack, to read or write poetry, but all
that changes once he meets his favorite author, and write about the connection
and heartbreaking experience of losing his dog.
o
Evaluation: This text uses rhyme, as well as
characterization, to relate to young readers, as well as inspire them to read
and write poetry.
o
Target audience: 2nd-4th
grade
o
Connection to classroom: I would use this text
to introduce poetry at the beginning of the year, as well as ignite interest
among unwilling readers in my classroom.
I feel that Jack’s unwillingness to read and write poetry may inspire
reluctant readers in the classroom.
·
The Hundred Dresses MULTICULTURAL BIN/OVERCOMING
ADVERSITY
o
Summary of content/review: This story’s main
character Wanda, is a Polish immigrant now attending a public school in
Connecticut. Wanda, coming from a poor
family, is teased and fabricates this story that she has 100 dresses in her
closet. The teasing becomes so terrible
that Wanda’s parents remove her from the school, all the while she wins a
drawing contest that highlights her amazing talent, a talent that also awes the
classroom bullies.
o
Evaluation: The theme of being faced with and
overcoming adversity is prominent throughout this story. Also, the occurrence of bullying is something
that makes this book relatable and a learning source for many school-aged
children.
o
Target audience: 2nd-3rd
grades
o
Connection to classroom: I would use this text
when discussing bullying and feelings.
·
The Liberation of Gabriel King MC/FACING FEARS
o
Summary of content/review: This story highlights
the fears and confrontation of fears of Gabriel King, along with his friend
Frita. Gabriel lives in a world of
diversity and segregation that he must deal with on a daily basis.
o
Evaluation: The theme of facing fears and being
confronted with adversity is running throughout this story, as well as having
characters that are easily relatable to young readers.
o
Target audience: 5th grade
o
Connection to classroom: I would use this text
when discussing segregation, and what daily life was like during this time
period.
Sunday, November 9, 2014
Where is Literature's Place? Week/Topic 11 Reading and Class Review
Chapter 2 Review
This chapter's main focus was the role of literature in the lives of young readers. What I liked most about this chapter was its multiple teaching idea suggestions. My favorite being found on page 43 (Galda), describing the 7 types of responses found in elementary classrooms:
1. Listening behaviors (ex: laughing, applause)
2. Contact with books (browsing)
3. Acting on the impulse to share
4. Oral responses (storytelling, discussion)
5. Actions and drama (dramatic play)
6. Making things (pictures, displays)
7. Writing using literary models (summarizing, writing about books)
Often times, children have such negative experiences with books or reading because they are forced into reading or analyzing one specific book, and not being offered the time to interact with the text without an assignment lingering close by. Our goal, as teachers, is to have children respond to literature in any and all of the 7 examples listed above, in a way that is enjoyable. We must foster a love for reading in order to allow literature to play a key role in a child's life.
This chapter's main focus was the role of literature in the lives of young readers. What I liked most about this chapter was its multiple teaching idea suggestions. My favorite being found on page 43 (Galda), describing the 7 types of responses found in elementary classrooms:
1. Listening behaviors (ex: laughing, applause)
2. Contact with books (browsing)
3. Acting on the impulse to share
4. Oral responses (storytelling, discussion)
5. Actions and drama (dramatic play)
6. Making things (pictures, displays)
7. Writing using literary models (summarizing, writing about books)
Often times, children have such negative experiences with books or reading because they are forced into reading or analyzing one specific book, and not being offered the time to interact with the text without an assignment lingering close by. Our goal, as teachers, is to have children respond to literature in any and all of the 7 examples listed above, in a way that is enjoyable. We must foster a love for reading in order to allow literature to play a key role in a child's life.
Thou Shall Read: Week 10: Historical Fiction
This week's readings were especially meaningful because it was the information on which we based our genre workshop from. My group and I presented a workshop to our class on historical fiction, how to identify good works, and how to use it effectively in the classroom. Attached is a link to our presentation:
https://docs.google.com/a/my.msmc.edu/presentation/d/1_8rpGelCa3BdxKAfPx_TzXDVK49rJtVz9CAUsbhe500/edit#slide=id.p
Please feel free to look at the powerpoint, as it has all the information regarding historical fiction and examples of how to use it in your classroom.
https://docs.google.com/a/my.msmc.edu/presentation/d/1_8rpGelCa3BdxKAfPx_TzXDVK49rJtVz9CAUsbhe500/edit#slide=id.p
Please feel free to look at the powerpoint, as it has all the information regarding historical fiction and examples of how to use it in your classroom.
The Oxymoron That We All Love: Week 9 Review
Contemporary Realistic Fiction (Reading and Class Reflection)
Before reading this chapter, I did not have a clear personal definition on what contemporary realistic fiction was, or how I could use such in my classroom. Through reading, I can now define contemporary realistic fiction as the following: a work of fiction that has a strong sense of reality that describes problems in a fully human context as it would be experienced today.
How to find quality contemporary realistic fiction: (as seen in Galda 225):
1. Story exemplifies characteristics of excellence in narrative fiction
2. Realistic setting
3. Multidimensional main characters
4. Believable problems
5. Understandability of plot by targeted age group
6. Intrinsic theme
7. Dialogue and character thoughts are natural
I liked how the chapter also gave ideas on how to use this in our classrooms, through the use of a writer's notebook. Through this writer's notebook, students can log and journal their own lives, reflect upon past writings, and ultimately write their own example of contemporary realistic fiction.
I liked that class was broken up today with the 'Writing as Truth' seminar. I thought it to be very clever and smart to use the motto of the school in connection with personal writing and messages. I felt this seminar gave a real-world connection to writing (something that can be very motivating to students), and also allowed for a platform for college students to display their work.
Before reading this chapter, I did not have a clear personal definition on what contemporary realistic fiction was, or how I could use such in my classroom. Through reading, I can now define contemporary realistic fiction as the following: a work of fiction that has a strong sense of reality that describes problems in a fully human context as it would be experienced today.
How to find quality contemporary realistic fiction: (as seen in Galda 225):
1. Story exemplifies characteristics of excellence in narrative fiction
2. Realistic setting
3. Multidimensional main characters
4. Believable problems
5. Understandability of plot by targeted age group
6. Intrinsic theme
7. Dialogue and character thoughts are natural
I liked how the chapter also gave ideas on how to use this in our classrooms, through the use of a writer's notebook. Through this writer's notebook, students can log and journal their own lives, reflect upon past writings, and ultimately write their own example of contemporary realistic fiction.
I liked that class was broken up today with the 'Writing as Truth' seminar. I thought it to be very clever and smart to use the motto of the school in connection with personal writing and messages. I felt this seminar gave a real-world connection to writing (something that can be very motivating to students), and also allowed for a platform for college students to display their work.
A classmate of mine, Trina, does a great job on her blog giving examples of different contemporary realistic fiction that can be used in the classroom. She gives teachers and readers catchy summaries of three books, without giving away the story! I think she did a great job of listing 3 books that nicely represent realistic fiction.
Tuesday, November 4, 2014
Be a Drama Queen! Week 8 Review
Week 8 Review: Dramatic Responses to Literature
This week we spoke about dramatic responses to literature. However, for my blog post, I would like to pay a closer attention to the work Tuck Everlasting by Natalie Babbitt.
Today, in class, we examined, evaluated, and discussed Babbitt's most famous work. I remember reading this as a child, and discussing the book, and watching the movie, in school. However, when rereading the novel as an adult, I notice the themes and moral of the story that I did not realize when I was a child. Tuck Everlasting is a great work to use when teaching coming of age. Winnifred, the main character, is faced with many tough decisions and choices that will determine her future. This mimics the choices that humans have to make, and many of the choices that determine one's pathway in life. Though the work is fiction and unrealistic, it relates to the reader on a level of understanding hard decisions.
I thought it was really neat that we learned to use animoto.com and can definitely see it used in my own classroom one day! It spurred interest, as well as instilled motivation to learn in a new and exciting way.
This week we spoke about dramatic responses to literature. However, for my blog post, I would like to pay a closer attention to the work Tuck Everlasting by Natalie Babbitt.
Today, in class, we examined, evaluated, and discussed Babbitt's most famous work. I remember reading this as a child, and discussing the book, and watching the movie, in school. However, when rereading the novel as an adult, I notice the themes and moral of the story that I did not realize when I was a child. Tuck Everlasting is a great work to use when teaching coming of age. Winnifred, the main character, is faced with many tough decisions and choices that will determine her future. This mimics the choices that humans have to make, and many of the choices that determine one's pathway in life. Though the work is fiction and unrealistic, it relates to the reader on a level of understanding hard decisions.
I thought it was really neat that we learned to use animoto.com and can definitely see it used in my own classroom one day! It spurred interest, as well as instilled motivation to learn in a new and exciting way.
Tuesday, October 14, 2014
Fantastic Phenomenal Fiction! Chapter 6 and Class Review
Fantastical Literature
Today was a great day in class because the group that presented the fantastical literature genre project did an awesome job of conveying the key points and characteristics of fantastical literature in a clear and exciting way!
The main characteristics of fantastical literature/key points:
-Story of the impossible, expressed as if it were possible
-Imaginative
-Rooted in folktales and legends
-Most contain a deeper truth that is relatable to today's society
-More complex settings and relationships
-Characters are believable but in unrealistic predicaments
-Metaphors
-Scientific literature and magical elements --> 2 key sub genres
I really enjoyed the group's activity that twisted the known game of Candyland into an assessment of fantastical literature to demonstrate our understanding of the topic. The inclusion of the wings and all the props included as if it were really Candyland!
That's All, Folks! Chapter 5 and Class Review
Folklore
Folklore is a genre that is often misinterpreted. Many people limit it to the cultural stories passed down both physically written in text and orally, but folklore spans a much broader horizon than just that. Folklore is more than just those cultural stories, but also songs, rhymes, tales, and fables. In reading this chapter and class discussion, my limited knowledge of folklore expanded and I was given a clear definition of what it actually was.
The quality of folklore is measured by the following characteristics:
-Sounds like spoken language
-Rich natural rhythms
-Reflects cultural integrity of early retellings
-preserves simple structure of oral stories
-artistically excellent illustrations
-illustrations reflect the narrative
-illustrations reflect cultural heritage
The plots of folklore are generally shorter and the moral is straightforward and easy to recognize. The settings are vague, and the emphasis is on the heroic characters.
Folklore is a genre that is often misinterpreted. Many people limit it to the cultural stories passed down both physically written in text and orally, but folklore spans a much broader horizon than just that. Folklore is more than just those cultural stories, but also songs, rhymes, tales, and fables. In reading this chapter and class discussion, my limited knowledge of folklore expanded and I was given a clear definition of what it actually was.
The quality of folklore is measured by the following characteristics:
-Sounds like spoken language
-Rich natural rhythms
-Reflects cultural integrity of early retellings
-preserves simple structure of oral stories
-artistically excellent illustrations
-illustrations reflect the narrative
-illustrations reflect cultural heritage
The plots of folklore are generally shorter and the moral is straightforward and easy to recognize. The settings are vague, and the emphasis is on the heroic characters.
Picture That! Picturebooks - Chapter 3 Review and Class Discussion
Picturebooks come in many different formats, ranging from wordless and solely pictures to pictures with corresponding words. Many would not consider wordless picture books 'reading' but though the omission of corresponding words, wordless picture books do encapsulate the fundamentals of reading.
During this chapter and class presentation, I recognized that picture books do not need to be categorized solely by their format. Picturebooks span multiple genres and content areas, all the while having flourishing illustrations to go along with the text, if any.
I also didn't know that picture books are usually around 32 pages. I figured that picture books did not have a set page span; that the length of the book was up to the author to decide, the illustrator to follow, and the publisher to produce. I think what surprised me most when learning about picture books was their general format. I did not think in depth about the similarities between picture books, but when they war pointed out and expanded upon, I did realize those commonalities:page length, signature openings, double page spreads, etc.
I think that, regardless of the grade level, picture books are valuable resources to the classroom because it not only expands children's literature knowledge, but also exposes them to different formats and artistic styles that are prevalent both today and throughout previous years.
During this chapter and class presentation, I recognized that picture books do not need to be categorized solely by their format. Picturebooks span multiple genres and content areas, all the while having flourishing illustrations to go along with the text, if any.
I also didn't know that picture books are usually around 32 pages. I figured that picture books did not have a set page span; that the length of the book was up to the author to decide, the illustrator to follow, and the publisher to produce. I think what surprised me most when learning about picture books was their general format. I did not think in depth about the similarities between picture books, but when they war pointed out and expanded upon, I did realize those commonalities:page length, signature openings, double page spreads, etc.
I think that, regardless of the grade level, picture books are valuable resources to the classroom because it not only expands children's literature knowledge, but also exposes them to different formats and artistic styles that are prevalent both today and throughout previous years.
Tuesday, September 23, 2014
Let Me Tell You About Me: Chapter 9 Review: Biography and Memoir
Before reading this chapter, I used often confused an autobiography for a 'memoir'. Though this chapter concentrates on defining 'biography' and 'memoir', I feel that including the term 'autobiography' is beneficial to teachers and students alike because it falls under the same umbrella.
The text defines 'biographies, autobiographies, and memoirs are narratives' (Galda 280). I believe that it is because of this that many people, as well as myself, became confused. Autobiographies and memoirs are similar in that they are written by the main character themselves. Biographies and autobiographies are mainly concerned and filled with facts, whereas memoirs are that person's interpretation of their life events.
Before reading this chapter I did not know how to tell the quality of a memoir. I figured that the base of it was left to the reader themselves, for it is someone's interpretation. After reading, here are the characteristics of a good memoir:
1. Good characterization
2. Good presentation of plot and setting
3. Clear style of writing
4. Unifying theme
5. Quality of illustrations
All references are from: Galda, L., & Cullinan, B. E. (2006). Literature and the child. Belmont, CA: Wadsworth/Thomson Learning.
The text defines 'biographies, autobiographies, and memoirs are narratives' (Galda 280). I believe that it is because of this that many people, as well as myself, became confused. Autobiographies and memoirs are similar in that they are written by the main character themselves. Biographies and autobiographies are mainly concerned and filled with facts, whereas memoirs are that person's interpretation of their life events.
Before reading this chapter I did not know how to tell the quality of a memoir. I figured that the base of it was left to the reader themselves, for it is someone's interpretation. After reading, here are the characteristics of a good memoir:
1. Good characterization
2. Good presentation of plot and setting
3. Clear style of writing
4. Unifying theme
5. Quality of illustrations
All references are from: Galda, L., & Cullinan, B. E. (2006). Literature and the child. Belmont, CA: Wadsworth/Thomson Learning.
Non-fiction can be shown throughout many different sub genres. It can be difficult to decide what works are quality non-fiction, as opposed to works that may not be as valuable. It is important that we give our students a vast selection of the different sub genres on non-fiction. A friend and classmate's blog "A Child's Adventure Through Reading" gives a concise table that can be used to find and evaluate non-fiction works. I know I have used it when adding to my library. Check it out!
Who's Who?: Chapter 4 Review: Poetry and Verse
Poetry v. Verse
While reading this chapter, I found it most confusing to separate poetry and verse. They are so similar, and are often, incorrectly, used interchangeably. I am guilty of this too! It is very important as educators, that we know the material inside and out before teaching it to our students. I made the chart below to help myself, and others, distinguish the differences!
While reading this chapter, I found it most confusing to separate poetry and verse. They are so similar, and are often, incorrectly, used interchangeably. I am guilty of this too! It is very important as educators, that we know the material inside and out before teaching it to our students. I made the chart below to help myself, and others, distinguish the differences!
Poetry
|
Verse
|
-Unique sense of contained energy
-Intense
-Intricate combination of sounds, meanings, and arrangement of words to call attention to something in a fresh and compelling manner
|
-Much less intense than poetry
-Often is amusing
-Meant to delight
|
Belt Out Those Nursery Rhymes! Mother Goose Rhyme: Sing a Song of Sixpence
"Sing a Song of Sixpence" is a nursery rhyme that many do not understand. I know I didn't know the historical meaning behind it before I researched it on the Rutger's website!
The artwork that surround this nursery rhyme depicts Henry VIII, the king of England, as a gluttonous and entitled. He is drawn at many ages, but the most surprising was him being drawn as a teenager, which is historically accurate being that he took the throne at 17 years old.
The 'six' in "sixpence" reflects the 6 wives Henry had, but also makes mention of the Queen's Lady in Waiting, Anne Boleyn, whom of which was his mistress.
The mention of 'blackbird pie' can be interpreted as a play on Henry's gluttony, as well as to represent the outrageousness of his ruling and decisions. However, baking live animals in food was a practice during this time period. It is also debated whether or not the bird represent activists, their desire to be escape Henry's rule, and the freedom they would experience once they were able to wrangle out of his rule.
The nursery rhyme has been said to be a sort of encoded message, urging people to join the revolution against Henry.
All information was found here: http://eclipse.rutgers.edu/goose/rhymes/sass/
The artwork that surround this nursery rhyme depicts Henry VIII, the king of England, as a gluttonous and entitled. He is drawn at many ages, but the most surprising was him being drawn as a teenager, which is historically accurate being that he took the throne at 17 years old.
The 'six' in "sixpence" reflects the 6 wives Henry had, but also makes mention of the Queen's Lady in Waiting, Anne Boleyn, whom of which was his mistress.
The mention of 'blackbird pie' can be interpreted as a play on Henry's gluttony, as well as to represent the outrageousness of his ruling and decisions. However, baking live animals in food was a practice during this time period. It is also debated whether or not the bird represent activists, their desire to be escape Henry's rule, and the freedom they would experience once they were able to wrangle out of his rule.
The nursery rhyme has been said to be a sort of encoded message, urging people to join the revolution against Henry.
All information was found here: http://eclipse.rutgers.edu/goose/rhymes/sass/
Sunday, September 21, 2014
Goose on the Loose! Class Reflection Mother Goose: A New Perspective
I, like many other children, was told a variety of Mother Goose rhymes when I was younger. I did not know what exactly the rhyme was talking about, and before reading this chapter and exploring the given website, I still did not stop to think what exactly I could be singing about!
Mother Goose rhymes talk about real events, and are often times very dismal and sad! I thought, why would we ever sing these things to children, let alone teach it to them! Though these songs and rhymes are rather depressing when you think more deeply about them, the fact of the matter is they portray history, and are a continuing tradition across multiple generations.
I never really stopped to think about how Mother Goose rhymes originated. Did you know that Mother Goose rhymes first started in 1780?! Mother Goose has been the face of nursery rhymes for over 140 years! I was also very surprised to see that Mother Goose has a strong affiliation with ancient Greek mythology.
Reading about Mother Goose rhymes opened my eyes to just how intertwined with society Mother Goose rhymes are. For example, I had no idea that Mother Goose has been used as a marketing strategy that harps on the innocence of childhood. Ironic!!
References: http://eclipse.rutgers.edu/goose/what/
Here is a link to a classmate's blog that really goes into detail about different nursery rhymes with visuals and explanations for each! check it out: Lindsey's Blog
Mother Goose rhymes talk about real events, and are often times very dismal and sad! I thought, why would we ever sing these things to children, let alone teach it to them! Though these songs and rhymes are rather depressing when you think more deeply about them, the fact of the matter is they portray history, and are a continuing tradition across multiple generations.
I never really stopped to think about how Mother Goose rhymes originated. Did you know that Mother Goose rhymes first started in 1780?! Mother Goose has been the face of nursery rhymes for over 140 years! I was also very surprised to see that Mother Goose has a strong affiliation with ancient Greek mythology.
Reading about Mother Goose rhymes opened my eyes to just how intertwined with society Mother Goose rhymes are. For example, I had no idea that Mother Goose has been used as a marketing strategy that harps on the innocence of childhood. Ironic!!
References: http://eclipse.rutgers.edu/goose/what/
Here is a link to a classmate's blog that really goes into detail about different nursery rhymes with visuals and explanations for each! check it out: Lindsey's Blog
Tuesday, September 16, 2014
Mirror Mirror on the Bookshelf...Picture Book Class Review
Picture Book Class Review
Today, our class focused on picture books, and the elements of a good picture book. Before our reading and class discussion, I thought of a picture book as simply a book with pictures in it. I, however, was wrong.
Picture books, first and foremost, are a format, not a genre. I often confused a picture book for a genre, because it is the most obvious feature, but grouping books because they simply have pictures in them is not beneficial, and really boring! There are so many fun ways to use picture books in our classrooms for a variety of purposes.
I shared a reversible poetry book, Mirror, Mirror, by Marilyn Singer. I chose this book to share in class because of its' vivid imagery, and the way that the lyrical words are chosen and placed so carefully that from one set of words, 2 poems can be made, one being read from top to bottom, than flipping the text around and reading it bottom to top. The images, along with the text, show different points of view, and the pictures really capture both standpoints.
Another book that was shared in class was Chicken Soup with Rice. I particularly liked this book as well because of the vivid lyrical imagery, but also because it was separated by month, each poem's language swayed by the characteristics of that month.
Today, our class focused on picture books, and the elements of a good picture book. Before our reading and class discussion, I thought of a picture book as simply a book with pictures in it. I, however, was wrong.
Picture books, first and foremost, are a format, not a genre. I often confused a picture book for a genre, because it is the most obvious feature, but grouping books because they simply have pictures in them is not beneficial, and really boring! There are so many fun ways to use picture books in our classrooms for a variety of purposes.
I shared a reversible poetry book, Mirror, Mirror, by Marilyn Singer. I chose this book to share in class because of its' vivid imagery, and the way that the lyrical words are chosen and placed so carefully that from one set of words, 2 poems can be made, one being read from top to bottom, than flipping the text around and reading it bottom to top. The images, along with the text, show different points of view, and the pictures really capture both standpoints.
Another book that was shared in class was Chicken Soup with Rice. I particularly liked this book as well because of the vivid lyrical imagery, but also because it was separated by month, each poem's language swayed by the characteristics of that month.
Wednesday, September 10, 2014
Light Burst Forth: Lesa Cline-Ransome
September 9th, 2014
Today, Lesa Cline-Ransome came and discussed her life as an author. Apart from reading excerpts of one of her stories, Light in the Darkness, Lesa explained her life as a writer and where she draws inspiration. Lesa's friendly and calm demeanor invited her readers to put their daily lives on hold and dive into her story.
I really enjoyed the fact an author came to speak with us, and I think Lesa was a great choice. She was engaging, and as an audience member, I felt as though she gave us all her energy and attention. Her love for writing and researching historical figures shined, along with her appreciation for the reader.
Lesa showed her collection of works. For class, we were only required to read Words Set Me Free. I think this was a good book to use as an introduction to Lesa's work, for it really highlighted her love for history and the individuals that shaped it.
The second part of class focused on book talks. I particularly like this activity because it familiarizes me with works that I can use in the classroom, that I may not have known about prior. I find myself ordering the books from Amazon right after it is presented!
Today, Lesa Cline-Ransome came and discussed her life as an author. Apart from reading excerpts of one of her stories, Light in the Darkness, Lesa explained her life as a writer and where she draws inspiration. Lesa's friendly and calm demeanor invited her readers to put their daily lives on hold and dive into her story.
I really enjoyed the fact an author came to speak with us, and I think Lesa was a great choice. She was engaging, and as an audience member, I felt as though she gave us all her energy and attention. Her love for writing and researching historical figures shined, along with her appreciation for the reader.
Lesa showed her collection of works. For class, we were only required to read Words Set Me Free. I think this was a good book to use as an introduction to Lesa's work, for it really highlighted her love for history and the individuals that shaped it.
The second part of class focused on book talks. I particularly like this activity because it familiarizes me with works that I can use in the classroom, that I may not have known about prior. I find myself ordering the books from Amazon right after it is presented!
Tuesday, September 2, 2014
Looking through a Mirror and Out a Window: Dr. Gangi's Lecture and Reflection
September 2nd, 2014
Highlights from Dr. Gangi's Discussion:
Slideshow 1
Highlights from Dr. Gangi's Discussion:
Slideshow 1
- Mirror and window books
- Window books = white world
- Mirror books = books reflect the child (child sees self)
- Authors by race --> of 300 books recommended for summer reading, 5% were works of authors of color.
- Didaptive books --> books no child would be interested in
- Many textbooks used are written by white authors/many programs are used that do not reflect a variety of cultures
- Importance of mirror authors and illustrators
- Common core --> of 88 books recommended, 69 of authors were white
- The Unbearable Whiteness of Literacy Instruction
Slideshow 2 -- Problematic Books
- Issues surrounding representation
- "Promblematic" books --> misrepresent the cultures they write about/describe
- Children's literature = has NEVER been innocent
- Philosopher: Levinas
- Judith St. George's and David Small's So You Want to Be an Explorer?
- Won the Caldecott with So You Want to Be a President?
- Casts those living in Africa as "cannibals"
- Some problematic books: The Indian in the Cupboard (target: Native Americans), The Poison Mushroom (setting: Nazi Germany target: Jewish people), Brother Eagle, Sister Sky
Reflection:
Walking into class today, I did not know I would be subjected to the cultural discrimination of many popular (children's) books. Whenever I thought of cultural discrimination in terms of literature, I thought of older books, predating the 1960s. I did not realize that many familiar books, that are still used in classrooms today, have cultural discrimination as well as inaccuracies, simply creating statements and story lines that do not center around facts.
I am shocked to see that publishers do not have an editor of some sort to check facts and the historical accuracy of the story. All too often, people take what is printed as fact, myself included. We simply assume that someone along the line has checked these facts; after all, how could this work get all the way to being published and sitting in bookstores without being correct?! We must not all be so trusting…
Throughout my education classes and fieldwork experience, I am constantly reminded of just how important it is to have multicultural books in the classroom. However, often times, we as teachers think we have a well-stocked, well-rounded library because we have books on Rosa Parks and Dr. Martin Luther King. Though these are important people in history, these people may not be easily relatable to many children. It is important to keep a well stocked library including mirror books to supplement our window books, and to keep in mind that there are many more cultures than African American, Caucasian, and Hispanic.
Tuesday, August 26, 2014
"Once Upon a Time...": My biography as a reader
My feelings toward my in-school reading experiences are generally indifferent, with sparkles of great novels and black spots of novels I disliked very much. In grammar school, reading was always encouraged, but seemed more so to be a race, rather than the quality of reading. I remember having charts that monitored students' progress on the quantity of books they read, but not the quality. I remember having assignments that measured our understanding of the reading, such as book reports and exams, but any literature other than that was simply a measure of how quickly one could read. As a child I did not struggle with reading, but I do remember feeling that pressure to read a bundle of books and continuously comparing myself to my classmates. I remember loving The Outsiders (read in 6th grade) but hated A Wrinkle in Time (7th grade).
Once I reached high school, the focus shifted to quality over quantity. I was challenged with many different genres and now my understanding was not only tested but also analyzed and discussed. Through my experiences reading in high school, my preference in reading for pleasure shifted to historical fiction.
As I embark on my journey as a teacher, I find myself becoming incredibly excited about expanding my library to include a variety of reading levels, genres, and topics of interest so that I may reach my students. I enjoy watching students experience a task they once found to be unenjoyable, morph into one they find joy and interest in.
Once I reached high school, the focus shifted to quality over quantity. I was challenged with many different genres and now my understanding was not only tested but also analyzed and discussed. Through my experiences reading in high school, my preference in reading for pleasure shifted to historical fiction.
As I embark on my journey as a teacher, I find myself becoming incredibly excited about expanding my library to include a variety of reading levels, genres, and topics of interest so that I may reach my students. I enjoy watching students experience a task they once found to be unenjoyable, morph into one they find joy and interest in.
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