Everybody's Got To Learn Sometime

What motivates students to read?

2011-12-11T19:38:00.001-06:00

As a recentgraduate from Texas Tech University College of Education, I was offered aposition teaching third grade at Mesa Verde Elementary through Amarillo IndependentSchool District. I faced many challenges as a new teacher, the most prominentbeing my students’ lack of motivation to read “good fit” books –those at anappropriate level and of interest to the students. I noticed the tone of theclassroom negatively shift when it was time to have students read-to-self.Aside from a few students there was not the eagerness and excitement I expectedwhen students were allowed to select their own “good fit” book. Severalstudents would simply put their heads on their desk, some students went throughthe motions to appear to be reading, and others would hold a book, but theireyes would be everywhere but on the words of the page. I was aware that somestudents would be reluctant readers and that many in my class may of difficultieswith reading, but I was shocked to the extent of their resistance and dislikefor reading and other literacy activities. I did not know what had led them tothis point, but it was now my responsibility to instill a love of reading ineach of my students.

Thisyear will be the first of a new state standardized test, and reading is one ofthe two areas of knowledge and skills that third graders are expected tomaster. Additionally, as students continue their education they will beexpected to read to learn. In other words, third grade is the last yearstudents will have the support and direct instruction for learning to read.Therefore, it is crucial that students become interested in and motivated toread independently with fluency, comprehension, and enjoyment.

What do you do in your classroom to motivate readers?

How do you gauge student comprehension for independent reading tasks?

What research have you read related to this topic?

Biopoems

2011-09-10T13:18:00.000-05:00

I have been trying to come up with ideas for my first week of school. It's a bit challenging, because it's not my students first week...it's their fourth! At this point, I know nothing. So if anyone has any ideas on how to cram classroom management, getting to know you, and diving into content in just a couple days...PLEASE HELP!

What about:

Biopoems

Purpose: to allow students the chance to reflect about anindividuals’ attributes from history or fiction

Procedure:

1. Distributea biographical or fictional text and tell the students to look forcharacteristics that will be included in the biopoem while reading.

2. Studentsread text while thinking about what they will include in their biopoem.

3. Provide atemplate (handout or display on overhead etc) with the biopoem format.

4. Share andpost the biopoems in the classroom for everyone to read and reflect on.

Sample Biopoem Template #1:

(Line1) First name

(Line2) Three or four adjectives that describe the person

(Line3) Important relationship (daughter of . . . , mother of . . . , etc)

(Line4) Two or three things, people, or ideas that the person loved

(Line5) Three feelings the person experienced

(Line6) Three fears the person experienced

(Line7) Accomplishments (who composed . . . , who discovered . . . , etc.)

(Line8) Two or three things the person wanted to see happen or wanted to experience

(Line9) His or her residence

(Line10) Last name

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From Abromitis, B.S. (1994, June/July). Bringing lives tolife. Biographies in reading and the content areas. Reading Today,

Developedby A.R. Gere, ed., Roots in the Sawdust:Writing to Learn across the Curriculum (Urbana, Ill.: National Council ofTeachers of English, 1985).

Example:

River

Blue, Fresh, Wet,Moving

Child of the ocean,Big brother of the stream and creek

Lover of fish, bends,and the sun

Who feels rage duringthe storm and peace when the skies are blue

Who needs to be ahome to living things

Who fears pollutionand global warming

Who gives refreshmentand adventure

Who would like to seemore trees and less trash

Resident of the Land

Sample Biopoem Template #2:

(Line1) First name

(Line2) Words that describe you

(Line3) Lover of

(Line4) Who is able to

(Line5)Who feels

(Line6) Who wonders

(Line7) Who fears

(Line8) Who would like to

(Line9) Who dreams

(Line10) Last name

Example:

Tiffany
curious, cheerful, respectful
Lover of cookies, doggies, and books
Who wonders if there are aliens in outerspace
Who fears alligators in the swamp
Who feels excited to be a third grade teacher!
Who would like to learn how to sew and walk on the Great Wall of China
Who dreams that this year our class will love each other and love learning!
Evetts

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From Laura Candler ~ Teaching Resources~ www.lauracandler.com

Poetry Lessons and printables

Technology Integration: create a wordle

Benefits and Limitations:

· Teachers may select to have students create a biopoem aboutthemselves before assigning a biography or history subject.

· This strategy aides in comprehension and can be used acrosscontent areas with any individual being studied.

· The formula may be modified according to the individualbeing studied.

· Biopoems may also be created from the standpoint of aninanimate object.

Family Partnership

2011-09-05T11:42:00.003-05:00

Family/School/Community Partnership because weare ALL advocates for the children! (from National Coalition for Parent Involvement)

o Parent involvement is critical, they are the child’s first and mostimportant teachers

1. Support Communication

About:progress, objectives, methods of assessment, behavior/attitudes

Via:letter, conferences, phone, email, internet (blog/website), open house/parties,portfolio, suggestion box, open door policy, Dr. Jean –brain tickets

2. Support School Activities

a. Volunteers, tutors, aides, field trips,events: assemblies, performances, family friendly atmosphere

3. Support Home Activities

a. Study habits, interactive hw, bedtime,attendance, bring home activities, skill practice, enrichment games, schoolexpectations

How do we teach elementary science?

2011-08-11T17:51:00.001-05:00

I’ve heard it said time and time again that people learn best by “doing”. As a future educator, it is my responsibility to seek out ways in which people learn and teach accordingly. For the last couple years, I have been employed by Texas Tech as a tutor for college students with learning disabilities. Each student had a number of disabilities to deal with, ranging from dyslexia, dyscalculia, attention deficit disorder, etc, as well as varying degrees of these disabilities. Additionally, because of these disabilities, the students possessed different levels of confidence or anxiety when it came to schoolwork or exams. Instead of focusing on my students’ disabilities, I quickly learned to focus on their effective learning styles and worked with them in ways they felt most comfortable and successful. One of the biggest problems for teachers is keeping the students’ attention and finding ways for them to be active participants in classroom lessons. I think this is especially difficult in the elementary science classroom where the majority of topics are most commonly taught by direct instruction and the students practice rote memorization of definitions and formulas. However, I think science provides a great opportunity for students to develop interests to actively pursue and make meaning for themselves.
As students are learning new concepts and connecting them to their previous experiences and pre-existing conceptions about the world, they are able to organize their thoughts and make meaning of new information (accommodation and assimilation). Educational psychologists like Piaget have studied and debated on ways to increase the effectiveness of instruction by developing learning theories, which has lead to ideas of constructivism. The constructivist viewpoint involves the notion that knowledge is gained from experience. This theory is often used to back-up supporters of active learning. I think a good combination of a variety of learning theories is the most effective approach to teaching a variety of learners with different skills, experiences, and learning styles. However, the nature of science allows more room for inquiry-based education, particularly when established on the ideas of constructivism. Many teachers have switched their focus from directly teaching students facts and information to developing classroom activities that help students to develop problem-solving skills. Oftentimes this includes group work with minimal guidance, in which students chose the questions to explore, the procedure for testing their hypothesis, and the teacher serves as a facilitator. Teachers refrain from telling the students the expected outcome and allow them to make predictions of their own based on what they already know. I think it is important for educators to provide definitions to scientific terminology and formulas to assist the students in a sort of “spontaneous discovery.” Children will be engaged as they attempt to learn meaning and answer questions like “why” and “how.” Just as Dr. Narayan says, it is necessary for students to participate in activities that are both “hands-on” and “minds-on.” Even if, in the end students make inaccurate conclusions, feel frustration, or come across dead-ends, important problem-solving skills are refined and they experience the struggles of every scientist. They will develop more confidence with increased exposure to the scientific process and it will help them resolve many conflicts they face. This type of science lesson will also help the instructor to gather information and evaluate the students’ levels of comprehension. Additionally, teachers will be able to enumerate the specific areas of confusion among the class as well as the areas of greatest interest and mastery.

Cubing

2011-08-11T17:38:00.003-05:00

Purpose: to prepare students for reading or writing, increase comprehension, extend understanding of a topic/concept, character, or text from various perspectives. May also be used as a pot-reading activity to encourage students to think critically about the topic at hand.

Procedure:

1. The teacher or students must select a topic to be cubed.

2. If being used as a whole-class activity, the class may be divided into 6 groups and each group will be assigned a perspective to consider and discuss.

3. Each group writes a summary or their discussion and shares it with the class. These perspectives may be taped to the cube for reference and access.

Benefits and Limitations:

· May be used as whole-class, cooperative group, pairs, or independent activity.

· Almost any topic may be cubed including math concepts, science theories, and events in history.

· When used as a post-reading strategy, students are required to apply the information they have learned.

· May be modified according to desired outcomes and lesson objectives.

· This strategy should be modeled and the teacher should explain why this strategy is being used.

Possible Cube Perspectives:

Describe: what does it look like? What are some traits/characteristics? What size, shape, or color?

Compare: What does it remind you of? How is it like something else? What is it different/opposite from?

Associate: What does it make you think of? How is it related to other topics or people? How does it connect to other things/concepts?

Analyze: What is it made of? How can you break it down into smaller parts?

Apply: What can be done? How is it used?

Argue for/against: make a list of supporting reasons

This is one of my favorite strategies because it is engaging, easily adaptable, and a great concept attainment tool for all grades!

I created this cube (with detachable parts) for a Pre-Kindergarten lesson on food/nutrition. The student's enthusiasm and participation was fantastic! By the end of the unit their discussion and thought processes became observably more detailed and sophisticated.

Analogy Charting

2011-08-11T17:37:00.002-05:00

Purpose: to create a visual framework of text-to-self connection and note differences and similarities between a new familiar concept. “Analogies are based on the compare/contrast text frame, and as students explore relationships by connecting to already known ideas, they broaden their understanding of important concepts or vocabulary.” (Buehl 2009)

Procedure:

1. Select a familiar concept that can serve as an analogy for a new concept. The familiar concept should be well understood by all students and have characteristics which are analogous to those of the new concept.

2. Introduce analogy and have students brainstorm characteristics of both concepts to put under the “similarities” column.

3. Have students brainstorm differences between the two concepts and fill out the other side of the analogy chart.

4. Discuss relationship categories and “what you understand now” (summary statement).

Benefits:

· Provides students a foundation (outline) for developing organized compare/contrast summaries

· Allows students to relate to the new concepts by making connections to their background knowledge

Limitations:

· The “familiar concept” must truly be familiar to the students and directly comparable to the new concept

Content Area Literacy

2011-06-25T15:35:00.003-05:00

I will soon post a variety of CAL strategies. This is my personal favorite.

Topic/Book Box
-A primary level approach-
Purpose: to introduce students to a new book or topic (unit of study). Tangible objects are provided to activate students’ background knowledge and prompt students’ thinking about major topics or concepts prior to reading.
Procedure:
1. The teacher prepares a container (box, basket, suitcase, treasure chest, jewelry box etc.) that represents some aspect of the book or topic being studied. For example, an athletic bag may be used to carry items before reading a book on the biography of a sports figure. A shoebox may be decorated with images and/or words related to a geometric figure (cube, or rectangular prism, etc.).
2. The teacher then collects items to fill the box that relates to the book or theme. These objects should stimulate conversation among the students and provide them opportunities to discuss previous experiences/knowledge. The objects may come directly from the reading or represent a more profound theme or idea. The box may also include other books related to the topic, words, or pictures/images.
3. There are a variety of ways to use a book box. Teachers may choose to show the items to the entire class and have them discuss what they think the items represent and brainstorm what topic or book they are going to read (concept attainment method). Students may be asked to create an inventory of the items and list what is in the box, ideas about what the items may represent, and previous experiences with the items. After reading the book, the students may complete the inventory to include “purpose of the item.” It is up to the teacher to decide when they will tell the students the topic or book that is going to be studied or read.
-OR-
Purpose: to help students summarize and communicate their understanding by creating a book box. This allows students the opportunity to create a box that symbolizes concepts and share what they have learned with their classmates. This is a hands-on/minds-on activity that can be used as an extension of learning that allows students the freedom to explore interesting facts or ideas. Book boxes are also useful tools for assessment of the student’s ability to summarize main ideas and identify important aspects of a topic. The teacher must explicitly state the purpose of the book box to the students.
Procedure:
1. Students collect 3-5 items related to a topic or theme and place them in a chosen
(perhaps decorated) container.
2. The students may be asked to create an inventory sheet or write up that states the contents of the box and reasons for inclusion (how they relate to the topic or book).
3. The students will be expected to share their boxes with the class and explain the significance of the items in their box in relation to the topic or book.
4. Student may also have the opportunity to answer questions from their classmates about their book or topic.
Benefits:
• There are a variety of ways in which this strategy may be used in a classroom (teacher-created or student-created, as an introduction or assessment, multiple boxes for further study…)
• The book boxes allow students the opportunity to explore concepts in a tangible and concrete way.
• Topic boxes may be used in all content areas including math, science, music, and social studies.
• Student-created book boxes provide students more choice and therefore engagement in their learning.
• Technology and creativity (art) may be incorporated in the use of this strategy.
• Students are given the opportunity to read, write, listen, and verbally communicate their ideas.
Limitations:
• If book boxes are created in the classroom, the teacher and students must supply or create the items relevant to the topic.
• Teacher-created book boxes may require some additional planning.
Teacher Concerns:
• What if my students are not getting the main idea of my book box?
• What if my students do not treat the book boxes of other students with care and respect?
• How will I find room in my classroom to display (store) all these boxes?
References:
Tompkins, Gail E. (1997) Literacy for the twenty-first century: A balanced approach. Upper Saddle River, NJ: Merrill/Prentice Hall

Inventory Sheet
Topic:
Book:
What is it?
What could this represent?
What does this make me think of?
What did I learn from the book?

Example:
Book: The Legend of the Bluebonnet by Tomie dePaolo
What is it? Basket
What could this represent? Something people use to put their things in
What does this make me think of? My Easter basket that I use to put eggs in during the Easter egg hunt
What did I learn from the book? (implicit) Native Americans use things from the Earth to make tools and toys (like the buckskin doll).

Summer Reading

2011-06-24T15:06:00.000-05:00

Lesson Cycle

2011-06-24T13:56:00.004-05:00

Synonyms and Antonyms

(homonyms, homophones, idioms...)

Author: Tiffany Evetts


Subject(s):	Language Arts (English)

Topic or Unit of Study:	This unit is over synonyms and antonyms.

Grade/Level:	1-3

Objective:	After this unit, students will be able to identify both synonyms and antonyms. They will be able to tell the difference between synonyms and antonyms, and give examples of each.

Summary:	This unit will begin with students and myself singing both the synonym and antonym song. Next, we will watch a brain pop video over synonyms and antonyms. Following the brain pop video, I will have students get a white board and I will call out words and have students give me either the synonym or antonym to that word. The students will also be expected to create a vocabulary poster of a synonym/antonym of their choice in which they draw or paste pictures that represent the words. For example they may select the word cold and draw a synonym representing frosty and an antonym representing hot.

IMPLEMENTATION

Procedure:	I will begin this lesson by having students gather on the floor in front of the smartboard. I will remind students that we have been learning about synonyms and antonyms and tell them that we will be singing the songs that we sang earlier this week. I will put the songs on the document camera one at a time and we will sing them together as a class. Following the songs, students will watch a brain pop video over synonyms and antonyms. Next, I will have students get a whiteboard and call out words for them to write either a synonym or antonym for. Following these activities, I will explain the independent practice pages over each that they will be completing during center time. The students will be given time to come up with ideas of synonyms and antonyms and they will present their poster rough draft to the class and evaluate other student’s words and give suggestions before the final product is displayed in the classroom. (this will be supplemented with a lesson about words which have multiple meanings and shades of meaning such as act, case, and cut). The last lesson requires students to bring a book they have selected from the library and look up a word that is unfamiliar or which they have limited acquaintance. They will look up the word in the dictionary and write about the multiple meanings of the word and how it is used in the selected book.

Collaboration:	Students will work collaboratively & individually.

Time Allotment:	3 class period. 30 Min. per class.

Author's Comments & Reflections:	If time permits, a study of homonyms and idioms may also be included in this unit.

MATERIALS AND RESOURCES
Instructional Materials:

Resources:	Materials and resources: We will be using copies of the synonym and antonym song, as well as a worksheet over each for independent practice. We will also be using a document camera for this activity as well as the smartboard. Each student will be given a piece of cardstock and markers, glue, magazines, and other craft supplies to create their word poster. Students will need to select a book from the library and have access to a dictionary and thesaurus.

STANDARDS & ASSESSMENT
Standards:

Assessment/Rubrics:	student presentations (word poster) and worksheets

Comprehension Strategies

2011-06-24T13:04:00.007-05:00

Clusters, Maps, and Webs
Text: Abe Lincoln Goes To Washington by: Cheryl Harness

Purpose: Clusters are weblike diagrams with the topic written in a circle centered on a sheet of paper. Main ideas are written on rays drawn out from the circle, and branches with details and examples are added to complete each main idea (Rico, 1983).

Students use maps when reading to organize the information they are learning.

Students use clusters when writing to organize ideas before beginning a composition.

This strategy may be done individually, in small groups, or as a class with the teacher as a facilitator.

Procedure:

1. Draw center circle which represents the topic

2. Brainstorm a list of words/phrases that are related to the topic. Then organize the words into categories.

3. Add main ideas and details. The main ideas are written on rays drawn from the central topic and the details are written on rays drawn out from the main ideas.

Brainstorm list:

Stovepipe hat, Lawyer, Married to Mary Todd, Village shoemaker, U.S. President, Battle of Bull Run, Naval Blockade, George McClellan, Son Willie died, Issued Emancipation Proclamation, North: wants to end slavery, South: legal to buy/sell slaves, West: shoving Indians, open land, California gold, thousands going…, Studied books about war/military strategies, Visited hospitals, Union victory at Gettysburg, Union soldiers captured the Confederate capital, Gen Lee surrendered –war over, John Wilkes Booth, Ford Theatre, Died April 15, 1865

I think I can, I think I can...

2011-06-24T12:53:00.002-05:00

The Little Engine That Could
By: Watty Piper

Book Review #3: Red Hot Salsa

2008-11-28T18:13:00.004-06:00

Lori Marie Carlson is an editor, translator, and novelist who has spent her time and energy on bringing Latino literature to American audiences. She was born in Jamestown, New York and has earned an M.A. in Hispanic Literature from Indiana University. She has taught at several universities and has authored seven books for young adults, including the acclaimed collection of poetry, Cool Salsa. The follow-up, Red Hot Salsa: Bilingual poems on being young and Latino in the United States has also received starred reviews and recognition. Readers are able to experience the poetic fusion of the Spanish and English language and identity. Themes of neighborhood, amor (love), family moments, memories, and victory divide the poems into relatable categories. Skilled poets are featured including Gary Soto, Trinidad Sanchez, Jr., Raquel Valle Sentíes, and Martín Espada. Artistically using the best of their two languages, these poets offer readers a description of their individuality as Latino Americans. Additionally, they reveal the ubiquitous emotions and experiences familiar to all people allowing the readers to understand the significance of the poetry. This is a great collection of poetry, organized effectively and deserving of praise.

http://www.borders.com/online/store/Home

Craft Lesson #3: Red Hot Salsa

2008-11-28T16:57:00.003-06:00

Materials: Red Hot Salsa: Bilingual poems on being young and Latino in the United States edited by Lori Marie Carlson, pen and paper, magazines, newspapers, collage materials (glue, scissors), poster board (cut in the shape of the U.S.)

Discussion:

Students will identify and list common themes of the Latino experience (particularly that of young adults in the United States). They will read about issues of identity from selected poems from Red Hot Salsa. Then students will learn poetry reading strategies and express what they learned by creating a class collage.

How to Teach It:
First students will be asked to write the definition of what it means to be an American. They will share these definitions with their neighbors. A class discussion will begin with questions such as:

Are you American by virtue of where you live?
What kinds of things do you have to do to be an American?
When someone says the word “America” what comes to mind?

Next, the teacher will review the process for reading a poem, read aloud I Am Who I Am, So What by Raquel Valle Sentíes (Red Hot Salsa, p. 16), and then initiate a discussion prompted by these questions: Who is the speaker of the poem? What do we know about the speaker? What kind of person do they sound like? How do you know? What is the subject of the poem? What is the setting of the poem? What is the tone of the poem? (Meaning what is the narrator’s attitude about the subject? You’ll need to look at the kinds of words, phrases, images, details, etc. the poet chose to describe the subject of the poem. Do the words have positive or negative connotations?)

Next students will be asked to independently read a few poems from the anthology and pay attention to lines or phrases that directly related to the Latino experience. Using these notes, they will cut out words, phrases, and images from the magazines provided to create a class mural/collage that depicts what they have learned about the Latino experience in the United States. Students will provide a written statement that explains what they are attempting to show, supporting their response with lines from the poems studied.

Each member of the class will add their pieces to the collage to form the shape of the United States. As a class, each student will be asked to explain their contribution (or read their written statement). The lesson will end by reviewing these open-ended questions: What is the experience of being a Latino living in the United States today? Are their concerns and experiences different or similar to that of other ethnic groups? Can the experience be categorized at all? What is the role of poetry in expressing and understanding identity?

Bibliographic Information of Resource Text:
http://www.thirteen.org/edonline/lessons/poetry/orgb.html

Red Hot Salsa Reading Journal

2008-11-17T12:01:00.005-06:00

Red Hot Salsa edited by Lori Marie Carlson, is a continuation of Cool Salsa, a collection of poetry on the young life of Latinos throughout America. Through both Spanish and English vocabulary, a variety of poets express their feelings about growing up, finding identity, falling in love, and overcoming obstacles. Each poem provides an example of a variety of authors including Gary Soto, Luis J. Rodríguez, and José Antonio Burciaga. Each poem reflects a myriad of sentiments familiar to all humankind. The code-switching and manipulation of languages functions as a sort of patchwork that mirrors the double-nature of the Latino/a identity. The glossary and biographical notes, in addition to the translations of each poem provides the reader with all the information necessary to gain understanding and meaning from the poems. Each poem speaks from a distinctly unique voice; the collection verbalizes the unified voice of young Latinos. Lori Marie Carlson says "In describing what I do as a writer, I'd say that I try to bridge divides. Whether the chasm is between races, ethnic groups, language, genders, or generations it has been my aim to offer encouragement and feelings of hope to my readers. Why not try to be uplifting when there is so much grief and despair in this world? This is my way of thinking. " It is my opinion that Carlson effectively accomplishes this goal in this work. Red Hot Salsa demonstrates the energy and power that comes from unity and collaboration, --a concept important to each individual's evaluation of their duel-natured heritage, as well as a significant factor in the common bonds between all Latin-Americans. Themes of family, love, discrimination, adolescence, and victory resonate from the pages. I think this anthology would be a great resource in a classroom discussion about all of these themes, as well as the concepts of poetry.

Quote taken from: http://www.cbcbooks.org/cbcmagazine/meet/carlson_lorimarie.htm

The Poet Slave of Cuba: A Biography of Juan Francisco Manzano. Reading Journal #10

2008-11-09T22:50:00.008-06:00

Margarita Engle uses verse to depict the story of a young boy entrapped in a life of slavery and abuse, yet liberated by his passion for poetry. Engle makes abstract concepts of mercy, agony, and rescue tanglible to the reader through symbolic motifs of material objects such as feathers, chains, and books. Her writing portrays the viscious horrors exerienced by Juan Francisco Manzano synched with the courageous insistence of hope shared through poetry.
My favorite stanzas:

"and these words, strangest of all
strangely easy to understand:
Saber no sabiendo...
To know without knowing...

To know without knowing
a life filled with dreams
heaven unseen
strange faith, strangely real
strangely myseterious fountain of words
source of hope" (Engle, 145)

This novel demonstrates how the element of art functions as a healing source for trauma. Manzano's life is memorialized and readers will leave this text with an increased appreciation and understanding for freedom and language.

Book Talk #2: Up Before Daybreak

2008-11-03T16:21:00.003-06:00

Reading Journal #9: Up Before Daybreak: cotton and People in America

2008-11-03T13:36:00.006-06:00

Up Before Daybreak by Deborah Hopkinson takes the reader on a journey through the history of cotton in America before the Civil War and after. Hopkinson places great attention on the many effects that the crop had on the people allowing the reader to draw conclusions about the wide range of consequences this crop produced (positive and negative). She includes a discussion of several aspects of American culture and economy that were impacted by by this agricultural development including slavery, racism, poverty, and child labor. Children and adults alike can learn from the clear and striking photgraphs found on almost every turn of the page. Each story is told elegantly and attempts to accurately depict the history of cotton in the United States. The index and further reading sections allow students to easily use this as a reference book to look up specific questions or begin independent research. This book is both intriguing and informative and will teach even the least interested reader something fascinating and representative of American History.

Book Talk: Acceleration

2008-11-03T11:19:00.003-06:00

Book Review #2: Persepolis

2008-11-03T11:05:00.005-06:00

New York Times Notable book, Persepolis, is a novel of a different kind. Marjane Satrapi carefully and subtly blends serious with satire. She employs her maturity and intelligence through the funnel of a child’s voice and logic. Through memorable graphics and engaging but simple text, Satrapi gives readers an opportunity to learn about freedom on many levels. As she learns about her country and family’s history, she is lead on a search for both factual and philosophical truths. Marj follows a path from blind-faith to doubt to rejection of her beliefs and ideals. The revolution absorbs this little girl and we are able to follow her through her journey and experience her joys and sorrows, universal to all.

Posted on Borders.com

Craft Lesson #2: Nonfiction Literature

2008-11-02T22:18:00.006-06:00

Materials: Getting Away With Murder: The True Story of the Emmett Till Case by Chris Crowe

Discussion: Students will gain an understanding of the purposes and types of nonfiction literature. They will also be able to identify several access features in nonfiction books.

How to Teach It: We would define the term nonfiction as a class and discuss the types of nonfiction including essays, journals, documentaries, scientific papers, biographies, textbooks, etc.I would have the students fill out a Civil Rights KWLL. First listing what they know, what they would like to know, then after reading the text they would write what they learned from the book and then what they learned from outside research (or information from class). I would ask them to look through the book and point out anything that is different from a nonfiction book compared to a fiction novel. They hopefully would mention several access features like the glossary or time line. Then I would show them examples and discuss the purposes of several other access features common to nonfiction literature. In Getting Away With Murder we would find a Table of Contents, Introduction, Chapter Titles, Photographs and labels, Time line, Bibliography, Additional Resources, and Further Reading. To assess their learning and give them practice writing, I might even have them create a page or two of their own nonfiction book (in any of the formats we discussed), including a couple access features. They would research a little about other significant people, places, or events realted to Civil Rights in the United States.

Bibliographic Information of Resource Text:
http://www.homeofbob.com/literature/genre/nonfiction/elements.html

Reading Journal #8 Getting Away with Murder: The True Story of the Emmett Till Case

2008-11-02T22:09:00.002-06:00

Chris Crowe states in his introduction: "To understand and appreciate the modern history of the fight for equal rights for African Americans, American teenagers of all races should know the story of Emmett Till and its impact on American society." It is my opinion that Crowe has provided an excellent educational tool in penning this nonfiction story. It's unfortunate that students read increasing less and less nonfiction literature as the pass through the middle and high school grades (excluding textbooks). The vocabulary used and the inclusion of photographs give students the opportunity to have their questions answered and learn in a way that suits them. I think students would greatly benefit from more nonfiction young adult books that can provide them with informative readings about interesting and important topics. I am certain that many students have never heard about the Emmett Till case and those that were aware did not experience it emotionally. This book allows an in-depth observation that draws on the readers emotions and sense of justice.

Reading Journal #7 Persepolis

2008-10-19T20:57:00.007-05:00

Persepolis: The Story of a Childhood by Marjane Satrapi is an intense autobiography told from an unexpectedly mature child-perspective. Laced with witty satire, but dense with deaths and horrors of the Iranian Revolution, this story is tells A LOT. It tells many highlights of the history of Iran, it tells of Satrapi's life before Vienna, and it tells of the universal political, social, psychological, and emotional themes that can be linked to all individuals. This is a story of trauma and desperation in an individual, a family, a community, and a country. Each turn of the page provides a "graphic" image from the words, the drawings, and the emotions invoked. The reader is wrenched along a sentimental and passionate roller coaster as they follow Satrapi through the pangs of childhood unfamiliar to American readers. While the pictures and the plot are overwhelmingly depressing and colorless, upon completion of the book there is a surprising sense of optimism and encouragement delivered by Satrapi. I believe this is an effective and original combination of prose and artwork that will pull at the heartstrings of its readers as they fall in love with Marjane as both the protagonist and the author. I will read Persepolis 2: The Story of a Return very shortly!
Additionally, I think it is imparative that any teacher using this piece of literature in the classroom obtain a thorough knowledge of Iranian history, particularly the Revolution. I also think that the content is not suitable for all high schoolers and this must be understood by the educators as well as the parents. An appropriate introduction and instruction on the material will be vital to bring about the desired effect of this novel.

Reading Journal: Diary of a Wimpy Kid

2008-10-12T20:56:00.005-05:00

Zoo-Wee-Mama! What a funny journal about an average tween with a silly sense of humor. Diary of a Wimpy Kid by Jeff Kinney is humorous story about the life of Greg Heffley including anecdotes about his runs-ins with Cheese, trees, and unease! Through cartoons and simple text, readers go through a year of school experiencing the pangs and idiosyncrasies of Greg's middle-school mishaps. Students will be able to relate to the events of his life and learn that they are not alone in their confusion and constant feeling of bad luck and irony. Some students may be peaked to write a journal of their own and eventually gain some intrapersonal perspective and enlightenment. Despite all the troubles Greg faces, the book is still easily read with a feeling of happiness and light-heartedness.

Reading Journal #5 Daisy Kutter The Last Train

2008-10-06T12:42:00.005-05:00

Kibuishi displays his artful eye and story-telling skills in his graphic novel Daisy Kutter The Last Train. With mature themes of violence, language, and illegal activities, high schoolers will be on the edge of their seats examining the pictures and experiences the novel as if it's a film. Daisy Kutter provides young audeiences with an original and relatable female hero with an attitude that many young adults can unerstand. The drawings are each individual pieces of artwork and I found myself flipping through the pages day after day and showing particular frames to others around me. While the overall story is a bit predictable, I believe this was an effective strategy to allow the reader to keep up with the pace of the action and not get lost in the dialog or details. It would be fortunate for readers if Kibuishi continues the story of Daisy Kutter and I would be excited to see a series develop.

Reading Journal #4

2008-10-03T21:33:00.003-05:00

Acceleration by Graham McNamee is a fast-paced and action-packed novel that reads like a suspense movie in your mind. The dialog is witty, with a bit of dark humor that any teenage reader is sure to appreciate. The characters are believable and there are themes of family, friendship, romantic love, deviance, and cruelty all messed together to create a thrilling read that leaves you wanting a sequel. Readers in a literature circle would likely enjoy reading a few chapters at a time and then coming together to make predictions and inferences. There is also a sense of surrealism as a result of the word choice, which may prompt artistic readers to express their response to the book through a creative work such as a drawing or a painting. For example, the image described on page 58: “I lean back in my chair and stare at the ceiling, where a fly is beating its brains out against the bare lightbulb” may provide an impetus for those imaginative minds. Overall, McNamee has done a great job writing an entertaining and attention-grabbing novel.

Craft Lesson #1: Character Change Continuum

2008-10-03T18:17:00.002-05:00

Materials: Miracle’s Boys by Jacqueline Woodson

Discussion: Students will receive direct instruction of strategies for comprehension and therefore become aware of the process and exhibit self-directed character analysis. Using a visual structure, students will learn how to pinpoint character change and track character growth and development.

How to teach it: I would ask the students to define “character” in their own words in small groups. Then we would discuss the idea that a character can be any person or being that exists in any work of art. I would provide a definition for characterization and tell how this process can reveal information through a variety of ways including speech, thoughts, effect on others toward the character, actions, and looks (STEAL).
Next we will create a character continuum, plotting 7-9 entries that detail a particular character’s development on a linear diagram. We will use this as a model and the students will then create a character continuum of their own. They will select a character of their choice and will focus on one aspect of the character’s growth to evaluate.
Students will then discuss their continuum and notice points of similarity and difference. They will edit their continuum if necessary with the help of their peers and teacher guidance. The quality of the continuum will demonstrate the students’ understanding of character change as well as the methods used by the author to reveal information about each character.
If necessary, further instruction on this topic would include a verbal or written explanation of the continuum by each student or a comparison of the character to another character from a previously studied text.

Bibliographic Information of Resource Text:
http://www.merriam-webster.com/dictionary/character

Book Review #1

2008-09-29T19:58:00.001-05:00

Jacqueline Woodson’s novel Miracle’s Boys is a brilliant and original narrative of the grief and suffering experienced by three orphan brothers. Themes of freedom, guilt, and brotherhood, echo throughout the pages. Lafayette, Charlie, and Ty’ree learn the power of communication and though this exchange, begin to understand the full-bodied definition of freedom. Sprinkled with familiar references to music, poetry, art, and film, Woodson creates a sentiment of nostalgia. With both earnestness and tenderness the boys unfold their nightmares and guilt as they discover the healing power of their brotherhood. Within a day’s time a bond manifests itself among the brothers providing their escape from the suffocating hate, hostility, and resentment that has torn their lives apart. With fervent applause I recommend this literature to both the young and old seeking both an entertaining and emotional experience.

Posted online through Borders

Reading Journal #3 Miracle's Boys

2008-09-21T13:23:00.003-05:00

If the Coretta Scott King Award is dedicated to Peace, Non-violent Social Change, and Brotherhood, then Jacqueline Woodson’s novel Miracle’s Boys has justly earned the recognition. Lafayette searches for peace and understanding of his parents’ death and his brother’s attitudes. Through questioning and reflection, he discovers the truths of these events and pieces them together to form a new identity and perspective. Ty’ree works hard to maintain peace in the household and his character is a solid example of diplomacy, negotiation, compromise, and leadership. He is a believable personality, a person with strong convictions, hopes and a good grasp of reality. Additionally, Woodson uncovers his flaws, further demonstrating his humanity and providing a realistic model for young readers. Charlie also seems to arrive at a place of peace as he describes their life as a work of art, almost as if he can appreciate their situation. I believe the three of them find acceptance and eventually comfort in their individual misery and despair.
Woodson does a phenomenal job of unveiling the multiple faucets of each boys’ personalities. She demonstrates the possibility of forgiveness, change, and new beginnings. Charlie’s character is angry and rageful, however he resists expressing himself through violence and aggression –a good demonstration for others at times of overwhelming frustration and perhaps resentment. Ty’ree’s academic aspirations are inspiring, and readers will be left hopeful that he will have the opportunity to achieve those goals. It is an important point when he tells Lafayette of his decision to stay and take care of his brothers instead of going to MIT. The significance of their family unity and brotherhood is their individual salvation from the hardships of the world. When the brothers come together and open up to each other, they began to understand and work out their feelings, allowing them to focus on their future and find contentment in their life together.

Reading Journal #2 A Step From Heaven by An Na

2008-09-15T14:39:00.007-05:00

Worthy of the Michael L. Printz Award for excellence in young adult literature, A Step from Heaven is a rich and satiating work of literature. It is unlike any other book I have read recently. An Na implements her own customized writing style that continually and effectively engages the reader into the thoughts and depths of emotions experienced by Young Ju. The progression of the writing style mirrors the development of Young Ju as she begins to make sense of the world around her in the midst of confusion and inconsistency.

I think this novel provides us a unique perspective on the various uses and subsequent meanings of language. I would like to explore the almost lyrical tone set forth on each page as well as the different types of vocabulary used by An Na. A discussion of linguistics might be appropriate, especially when considering the phonetic spellings, the challenges of learning a new language while simultaneously preserving and treasuring the native language, and the associated translation, interpretation, jargon, and typology. Questions such as: how has word choice, sentence structure, and format enriched this text and what are the consequences of these decisions? What difference has the language made in our reading? What difference has the language/stream of consciousness style made in our understanding of Young Ju's life? What does this mean for us as readers/writers? How is this applicable in our understanding and studies of ______(fill in the blank, acculturation, adolescence, family dynamics, immigration...)?

An Na produces a fresh reading of a young girl in transition, her writing is a portrait of the power and sovereignty of language.

Reading Journal #1 "This pretty little flower..."

2008-09-06T18:45:00.013-05:00

The deserving winner of the 2007 Coretta Scott King/John Steptoe New Author Talent Award, Traci L. Jones’ Standing Against the Wind was an exciting, thrilling, and motivating read. Readers are given the opportunity to experience the personal, educational, and social development of the young and ambitious protagonist, Patrice. Relationships are explored as Patrice discovers how to evaluate and express her feelings toward Monty, (her protector and friend), as well as her mother, (a stranger in her life). As she gains the courage to shamelessly voice her thoughts and emotions, she begins to reflect on her attitude and behavior. She soon realizes her worthiness allowing her confidence and self-image to bloom. Along with the new-found sense of an identity invaluable, Patrice is steadfast and unwavering in accomplishing her educational goals. The story is a surprising and uplifting encounter of determination in the face of obstacles.

I would recommend this novel to those seeking motivation and inspiration, especially in an academic context. The author develops the characters in such a way that facilitates a reader-character bond. This keeps the story interesting and entertaining as she draws from common young adult experiences and emotions. While reading about Patrice’s troubles at school, I relived my memories of being the new and sometimes pick-on kid at school. I was able to relate and feel comforted by our commonalities. Patrice became even more of a heroine as I learned of her difficult and burdensome home life –something I can only imagine. I predict that this book is capable of gaining great appreciation from a wide variety of readers –anyone looking for an encouraging, inspirational, and enjoyable experience.

Traci L. Jones Author Interview

Future Reads

2008-08-31T21:51:00.014-05:00

Naked Reading by Teri Lesesne
Standing Against the Wind by Traci L. Jones
A Step from Heaven by An Na
Miracle's Boys by Jaqueline Woodson
Acceleration by Graham McNamee
Daisy Kutter by Kazu Kibuishi
Diary of a Wimpy Kid by Jeff Kinney
Persepolis by Marjane Satrapi
Getting Away with Murder by Chris Crowe
Up Before Daybreak by Deborah Hopkinson
The Poet Slave of Cuba by Margarita Engle
Red Hot Salsa, edited by Lori Carlson