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.
Monday, March 31, 2008
Exciting news I wanted to share with my fellow education majors...
Jackie will probably be the only one that will fully know why I am just SO ecstatic about this. I was trying to find the way to get just the job I wanted my first year of teaching so today I went about emailing everyone I know at the local college, the teachers from where I went to Jr. High (Abell), and some teachers here at tech to ask for advice on how to get my foot in the door. My first response was from Midland College, and it was that in addition if I wanted they wanted to have me on as staff there!!!! Already?! It's in a study basics class, and I would be helping freshmen and sophomores achieve success just like my mentor did for me! I was so excited I was crying!
Monday, March 10, 2008
What a Song Can Do
First off looking at the book itself, I know if I had been handed this book as a young adolescent the pages filled with tiny fonts would have made my stomach churn. Another long one. Nothing really would have appealed me seeing I was not in band nor was I ever interested in music, but I know it would have appealed to a great majority of my class. Something great for them to relate to.
Then I read the first story. It started out okay, but then it got into talking about promiscuity and drinking in the back of the bus. I think this would be a terrific book for high school leveled readers more than jr. high.
The second I couldn't even get into. It moved slow, and I was taken back to seventh grade as I would grind my teeth through the Red Pony trying not to collapse from the boredom of it all! So I followed the rules that we had read previously and just shut the book for the night and went to sleep. Already with the mind set of, I can't teach this book in jr. high, I am having difficulty picking it back up again.
Don't get me wrong, terrific book, but just for a tad bit older crowd.
Armstrong, Jennifer, ed. What a Song Can Do. New York: Laurel-Leaf, 2004.
Then I read the first story. It started out okay, but then it got into talking about promiscuity and drinking in the back of the bus. I think this would be a terrific book for high school leveled readers more than jr. high.
The second I couldn't even get into. It moved slow, and I was taken back to seventh grade as I would grind my teeth through the Red Pony trying not to collapse from the boredom of it all! So I followed the rules that we had read previously and just shut the book for the night and went to sleep. Already with the mind set of, I can't teach this book in jr. high, I am having difficulty picking it back up again.
Don't get me wrong, terrific book, but just for a tad bit older crowd.
Armstrong, Jennifer, ed. What a Song Can Do. New York: Laurel-Leaf, 2004.
Tuesday, March 4, 2008
Craft Lesson 5::Street Love::Reading Between the Lines
Resources:
Myers, Walter Dean. Street Love. New York: Harper Collins, 2006.
Discussion:
I want students to understand the entire depth of poetry. I want to disperse my class into pairs across the classroom to cooperatively break down the poem and find its meaning. I will have them break down the poem piece by piece, and then with two brains working as one try to read between the lines.
How To Teach It:I
I will start the class with a quick mini-lesson over the over all idea of a close reading. I will start with a short poem like "The Road Not Taken" by Robert Frost. I know it's very overused, but for adolescents it is a great poem to reflect on and work with. I will break each poem down line by line. I'm going to model first how to do it with the first three or so lines, and slowly work the students into it.
I will make copies of each of the poems for Street Love, and hand them out to the class. I will also hand out bookmarks that each have these questions:
What were the tools used?
What does each word mean?
What is the author trying to say?
Why does he say it?
then with the book mark they go line by line asking these questions together, discussing and taking down notes. Then the next class period I hope that they can all share what they found about each poem to the entire class. Encourage discussion, additions, and opinions on each.
Myers, Walter Dean. Street Love. New York: Harper Collins, 2006.
Discussion:
I want students to understand the entire depth of poetry. I want to disperse my class into pairs across the classroom to cooperatively break down the poem and find its meaning. I will have them break down the poem piece by piece, and then with two brains working as one try to read between the lines.
How To Teach It:I
I will start the class with a quick mini-lesson over the over all idea of a close reading. I will start with a short poem like "The Road Not Taken" by Robert Frost. I know it's very overused, but for adolescents it is a great poem to reflect on and work with. I will break each poem down line by line. I'm going to model first how to do it with the first three or so lines, and slowly work the students into it.
I will make copies of each of the poems for Street Love, and hand them out to the class. I will also hand out bookmarks that each have these questions:
What were the tools used?
What does each word mean?
What is the author trying to say?
Why does he say it?
then with the book mark they go line by line asking these questions together, discussing and taking down notes. Then the next class period I hope that they can all share what they found about each poem to the entire class. Encourage discussion, additions, and opinions on each.
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