This entire book was an amazing metaphor of the struggle blacks had with whites, compared with the baseball games of the time. It captured the persona of the struggle, fear, and despair of the time. This would really help students fully understand the time through the very detailed and accurate illustrations. It even has a "panel discussion" that describes in detail the meaning behind the details. A terrific educational tool that I believe all students could enjoy!
Sturm, James. Satchel Paige: Striking Out Jim Crow. New York: Hyperion, 2007.
Tuesday, April 15, 2008
Response to: Godon Yamamoto and the King of the Geeks
Wow. This story was very far out there, and very open ended. For my own personal liking it was a little too far out there...but I know many many friends I had in Jr. High and high school that would have enjoyed the story. I love the way it can relate to both bully and geek, and at the very end ties the two characters together, by comparing one's form of terrorism to another's. It can also relate to those with home problems such as this boy, and coping with the hate. The Animal Crackers symbolized how hate can grow into terrorism. The end was not a conclusion but open to thought and contemplation. Amazingly written. This would definitely be a fun story I would offer maybe for small group book discussions, so that those kids that enjoy the wacky and far out can read it. :)
[Yang, Gene. 2004. Gordon Yamamoto and the King of the Geeks. Amazelink: San Jose.]
[Yang, Gene. 2004. Gordon Yamamoto and the King of the Geeks. Amazelink: San Jose.]
Graphic Novel Articles...
I'm going to say comic books and Graphic novels, because both are beneficial in pulling in the interest of reading to those less interested in text, and offers an even wider variety.
I was one of those kids who never read comic books, I have read about two in my entire life and both I enjoyed thoroughly, but I was always told that it didn't actually count as real reading. These two articles have really changed my view on any opinion in that since. I am glad that I read the articles before starting on the books, they kinda were trainers on "how to" approach a graphic novel.
It says in "Expanding Literacies through Graphic Novels" that teachers may encounter issues in trying to teach Graphic novels, and one of the reason they stated was that "graphic novels are not on the state or national tests. Well maybe not directly but I can think of three things just off the top of my head that they would emphasize for students without having to fill out yet another TAKS worksheet.
[ Shwarz, Gretchen. Expanding Literacies through Graphic Novels. The English Journal. 95.6 (July 2006): 58-64.]
[ Reading Lessons: Graphic Novels 101. The Horn Book Magazine. (March/April 2006): 126-134.]
[ Beers, Kylene. When Kids Can't Read: What Teachers Can Do. 2003. Heinemann: New Hampshire.}
I was one of those kids who never read comic books, I have read about two in my entire life and both I enjoyed thoroughly, but I was always told that it didn't actually count as real reading. These two articles have really changed my view on any opinion in that since. I am glad that I read the articles before starting on the books, they kinda were trainers on "how to" approach a graphic novel.
It says in "Expanding Literacies through Graphic Novels" that teachers may encounter issues in trying to teach Graphic novels, and one of the reason they stated was that "graphic novels are not on the state or national tests. Well maybe not directly but I can think of three things just off the top of my head that they would emphasize for students without having to fill out yet another TAKS worksheet.
- Vocabulary: Dr. Kylene Beers states that a comic book ueses 53 rare words for every 1000 words, that is allot when comparing it to a novel which has 52 rare words for every 1,000 words, and television only offers 22 rare words for every 1000. (p. 197 Beers)
- Inferencing: Students have to observe the pictures and decide for themselves what they are supposed to be reading into them. They have to use critical thinking skills as their eyes shift from frame to frame paying attention to the tiniest of details.
- Parts of a story: Students will have to actually think harder to find the plot, seeing they have more sources of media to use (visual/text), and it isn't spelled out as it would be in your average novel.
Response: Owning It
First of all the layout of this book is terrific. The big letters and perfect amount of white space makes the reading feel as if it is moving about all faster than normal. I also like that all the authors seem to have written in a very simple manner, easy to read and comprehend.
It maybe be about high school kids, like What a Song Can Do, but I don't think it is as limited as What a Song Can Do was.
This is book is terrific in two ways. It can help students with disabilities have something to read and relate to. It can also be educational to those students that don't understand certain disabilities. I know growing up my mom always gave me books about different disabilities or experiences so that I could understand them. When I was in Preschool I had a classmate who was missing his arm, I asked my teacher what happened and she said "He lost it". Being very young and naive I didn't quite exactly know what she meant by that, so the next day I came to school and I told that boy I was going to help him find his arm. We looked all day before the teacher realized what we were doing. So mom bought me a book about a man and his missing arm. Another was about a boy who had to go to his grandfather's funeral. That stayed in my mind when my father died and I had to attend the funeral as a child. The stories were all something I could relate to, and learn from, just like these stories are.
It maybe be about high school kids, like What a Song Can Do, but I don't think it is as limited as What a Song Can Do was.
This is book is terrific in two ways. It can help students with disabilities have something to read and relate to. It can also be educational to those students that don't understand certain disabilities. I know growing up my mom always gave me books about different disabilities or experiences so that I could understand them. When I was in Preschool I had a classmate who was missing his arm, I asked my teacher what happened and she said "He lost it". Being very young and naive I didn't quite exactly know what she meant by that, so the next day I came to school and I told that boy I was going to help him find his arm. We looked all day before the teacher realized what we were doing. So mom bought me a book about a man and his missing arm. Another was about a boy who had to go to his grandfather's funeral. That stayed in my mind when my father died and I had to attend the funeral as a child. The stories were all something I could relate to, and learn from, just like these stories are.
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