Quizlet, LLC. (2011). Quizlet. Retrieved June 16, 2012 from http://quizlet.com/
This interactive site for students contains pre-made flashcards over vocabulary words, literary terms, as well as many other items. Students can also choose to create their own flashcards. Students can get help studying for the SAT or ACT as well as AP exams. They can also get help with foreign languages and other content areas.
Sunday, June 17, 2012
Great Source iwrite
Houghton Mifflin Harcourt. (2006). Great source iwrite. Retrieved June 16, 2012 from http://www.greatsource.com/iwrite/students/s_theme.html
This interactive site provides step-by-step guidance to complete writing assignments. Students can choose the type of writing they are going to write and then get guidance throughout the writing process.
This interactive site provides step-by-step guidance to complete writing assignments. Students can choose the type of writing they are going to write and then get guidance throughout the writing process.
Salem Witchcraft Hysteria
National Geographic Society. (2005). Salem witchcraft hysteria. Retrieved June 16, 2012 from http://www.nationalgeographic.com/salem/
This interactive site allows the student to explore the time period in history in which witchcraft was suspected. Students can make decisions as they travel through the site and see what their fate is at the end of the site. They can also go back and see what would have happened if they had made different decisions.
This interactive site allows the student to explore the time period in history in which witchcraft was suspected. Students can make decisions as they travel through the site and see what their fate is at the end of the site. They can also go back and see what would have happened if they had made different decisions.
Thesis Builder
March, T. (1996). Thesis builder: Online tools for thesis statements and outlines. Retrieved June 16, 2012 from http://www.ozline.com/electraguide/
For students who have difficulty getting started writing an essay, this site provides an interactive approach that will help them develop and build their own thesis for the appropriate type of writing.
For students who have difficulty getting started writing an essay, this site provides an interactive approach that will help them develop and build their own thesis for the appropriate type of writing.
Make Beliefs Comics
Zimmerman, B. (2011). Make beliefs comix. Retrieved June 16, 2012 from http://www.makebeliefscomix.com/
This interactive site allows the student to create a comic strip of his or her own. There is a tutorial provided that is beneficial to watch for further explanation on how to create the comic. The creator can also create the comic strip in different languages.
This interactive site allows the student to create a comic strip of his or her own. There is a tutorial provided that is beneficial to watch for further explanation on how to create the comic. The creator can also create the comic strip in different languages.
Saturday, June 2, 2012
United Streaming
Discovery Education. (2012). Discovery education. Retrieved June 2, 2012 from http://streaming.discoveryeducation.com/index.cfm
Specifically, United Streaming is a collection of videos for the classroom. Accompanying the videos, in most cases, are lesson plans that may include worksheets and quizzes over the video segments. Sometimes you may choose to just show certain segments of a particular title or the entire video. At home, you can elect to download the video to the school server, and usually by the next morning the video is available for you to watch on your Smart Board through the computer. Discovery Education is also home to ThinkLink, a computer based testing system that you can edit as needed. ThinkLink allows the teacher to give ACT-like tests to the students. Immediate feedback is available to determine what level each student is on.
Specifically, United Streaming is a collection of videos for the classroom. Accompanying the videos, in most cases, are lesson plans that may include worksheets and quizzes over the video segments. Sometimes you may choose to just show certain segments of a particular title or the entire video. At home, you can elect to download the video to the school server, and usually by the next morning the video is available for you to watch on your Smart Board through the computer. Discovery Education is also home to ThinkLink, a computer based testing system that you can edit as needed. ThinkLink allows the teacher to give ACT-like tests to the students. Immediate feedback is available to determine what level each student is on.
teAchnology
Teachnology, Inc. (2012). teAchnology. Retrieved June 2, 2012 from http://www.teach-nology.com/
This site gives access to a lot of different worksheets, rubrics, webquests, and lesson plans for many content areas. Some of the information is accessible for free. Other information is available through a membership fee. However, there is a huge amount that a teacher can access for free. Many of the graphic organizers can be adapted for different grade levels. The lesson plans tab has lesson plans for many different grade levels, and you can access those by content area as well.
This site gives access to a lot of different worksheets, rubrics, webquests, and lesson plans for many content areas. Some of the information is accessible for free. Other information is available through a membership fee. However, there is a huge amount that a teacher can access for free. Many of the graphic organizers can be adapted for different grade levels. The lesson plans tab has lesson plans for many different grade levels, and you can access those by content area as well.
FlixTime
FlixTime. (2011). FlixTime. Retrieved June 2, 2012 from http://flixtime.com/
This site allows the user to create a 60 second video free. This could be used to create and introduction of yourself as the classroom teacher. You can choose music to use. You add your own personal pics or videos. There would be tons of ways to incorporate this into class as well.
This site allows the user to create a 60 second video free. This could be used to create and introduction of yourself as the classroom teacher. You can choose music to use. You add your own personal pics or videos. There would be tons of ways to incorporate this into class as well.
Poll Everywhere
Poll Everywhere. (2012). Poll everywhere. Retrieved June 2, 2012 from http://www.polleverywhere.com/
Since we teachers always face the battle of cell phones in the class, this site utilizes that and turns it into an activity. Teachers can create polls and students can text their answers to the polls. Feedback is given instantly. Teachers can use the poll for different classes and create as many polls as they would like. For an additional fee (if you choose), teachers can also have access to more conveniences. This was first shown to me in a professional development. Excellent way to integrate technology!!
Since we teachers always face the battle of cell phones in the class, this site utilizes that and turns it into an activity. Teachers can create polls and students can text their answers to the polls. Feedback is given instantly. Teachers can use the poll for different classes and create as many polls as they would like. For an additional fee (if you choose), teachers can also have access to more conveniences. This was first shown to me in a professional development. Excellent way to integrate technology!!
Education World
Education World. (2011). Education World: The educator's best friend. Retrieved June 2, 2012 from http://www.educationworld.com/
Designed primarily for elementary educators, this site actually contains many ideas that are adaptable for the middle and secondary grades as well. There are links to lesson plans, articles, and professional development topics. Two things I have used from this site are EveryDay Edits and Hunt the Fact Monster activities. EveryDay Edits are practice sheets for editing skills. I found this to be very useful for preparing for the ACT with my juniors and seniors. Some are easier than others, but each sheet is a different fact for days out of each month. Not only could students practice their editing skills, they could also learn facts about important dates in history. Hunt the Fact Monster sheets are excellent web quest practices. Students can research for answers for given questions. It could be a wonderful center activity!
Designed primarily for elementary educators, this site actually contains many ideas that are adaptable for the middle and secondary grades as well. There are links to lesson plans, articles, and professional development topics. Two things I have used from this site are EveryDay Edits and Hunt the Fact Monster activities. EveryDay Edits are practice sheets for editing skills. I found this to be very useful for preparing for the ACT with my juniors and seniors. Some are easier than others, but each sheet is a different fact for days out of each month. Not only could students practice their editing skills, they could also learn facts about important dates in history. Hunt the Fact Monster sheets are excellent web quest practices. Students can research for answers for given questions. It could be a wonderful center activity!
Sunday, May 27, 2012
KHEAA
Kentucky Higher Education Assistance Authority. (1997-2012). KHEAA: students and parents. Retrieved May 26, 2012 from http://www.kheaa.com/website/kheaa/parents?main=1
This site not only provides information for parents and students about the KHEAA money students can earn, but it also provides excellent tips on money management and choosing a college or career. It also links to discussions of loans and work study programs.
This site not only provides information for parents and students about the KHEAA money students can earn, but it also provides excellent tips on money management and choosing a college or career. It also links to discussions of loans and work study programs.
NextStepU
Next Step Publishing. (2011). NextStepU. Retrieved May 26, 2012 from http://www.nextstepu.com/
This site contains valuable information for students, parents, and counselors. Students can examine colleges, explore careers, and learn tips to help them make the right college choice for them. Joining is free. The site also includes tips and advice for scoring better on the ACT or SAT as well as how to write a college application essay.
This site contains valuable information for students, parents, and counselors. Students can examine colleges, explore careers, and learn tips to help them make the right college choice for them. Joining is free. The site also includes tips and advice for scoring better on the ACT or SAT as well as how to write a college application essay.
Fastweb
Fastweb. (2012). Fastweb. Retrieved May 26, 2012 from http://www.fastweb.com/
The site is dedicated to helping high school students or college students find scholarship information as well as tips and advice for career planning, college choice, and joining the military. Joining is free, and the site will match the student up with scholarships that are available based on their interests.
The site is dedicated to helping high school students or college students find scholarship information as well as tips and advice for career planning, college choice, and joining the military. Joining is free, and the site will match the student up with scholarships that are available based on their interests.
HyperGrammar
University of Ottawa. (2012). HyperGrammar. Retrieved May 26, 2012 from http://www.uottawa.ca/academic/arts/writcent/hypergrammar/
Students can use this site as a reference tool for grammar usage. Included are definitions, examples, and rules. There is a warning that this site is still under construction. However, it provides excellent tutoring materials as reference.
Students can use this site as a reference tool for grammar usage. Included are definitions, examples, and rules. There is a warning that this site is still under construction. However, it provides excellent tutoring materials as reference.
Absolute Shakespeare
Absolute Shakespeare. (2005). Absolute Shakespeare. Retrieved May 26, 2012 from http://absoluteshakespeare.com/
This site provides extensive resources for William Shakespeare's plays, sonnets, poems, quotes, biography and the legendary Globe Theatre. It provides summaries for the plays and a list of the film versions of the plays. This would be very useful to aid in your comprehension of Shakespeare's language.
This site provides extensive resources for William Shakespeare's plays, sonnets, poems, quotes, biography and the legendary Globe Theatre. It provides summaries for the plays and a list of the film versions of the plays. This would be very useful to aid in your comprehension of Shakespeare's language.
Sunday, May 20, 2012
Edutopia
The George Lucas Educational Foundation. (2012). Edutopia. Retrieved May 20, 2012 from http://www.edutopia.org/
This website covers all grade levels. There is a lot of discussion about the new
Common Core Standards as well as how to best implement them in your
classroom. Different blogs discuss
different hot topics in education.
Videos are also available as well as a section on Schools That Work.
Thinkfinity
Verizon Foundation. (2010). Thinkfinity. Retrieved May 20, 2012 from http://www.thinkfinity.org/
The site provides thousands of free lesson plans for all
grade levels. There are also links to 21st
century learning skills as well as student interactive. A link also is provided to the common core
alignment process and a discussion of using the standards in the
classroom. There are also special links
for parents as well as literacy activities.
Professional development articles are available for educators to browse
and read.
ReadWriteThink
International Reading Association and National Council of Teachers of English. (2012). ReadWriteThink. Retrieved May 20, 2012 from http://www.readwritethink.org/
In joint collaboration between the International Reading Association and the National Council of Teachers of English, this site contains many different avenues to explore for teaching ideas. Explore by grade level, resource type, learning objective, or theme. There are also links for parents to use to help their children at home. Cool Lesson Plan:
In joint collaboration between the International Reading Association and the National Council of Teachers of English, this site contains many different avenues to explore for teaching ideas. Explore by grade level, resource type, learning objective, or theme. There are also links for parents to use to help their children at home. Cool Lesson Plan:
What Did George Post Today? Learning About People of the American Revolution Through Facebook
Florida Center for Reading Research
Florida Center for Reading Research. (2010). Florida Center for Reading Research. Retrieved May 20, 2012 from http://www.fcrr.org/
Designed for grades K-5, this site contains instructional activities for teachers to use with students to sharpen reading skills. The activities focus on such things as comprehension, fluency, and phonemes. Activities could be adjusted for middle school and high school as well, especially with struggling readers or ESL readers.
Designed for grades K-5, this site contains instructional activities for teachers to use with students to sharpen reading skills. The activities focus on such things as comprehension, fluency, and phonemes. Activities could be adjusted for middle school and high school as well, especially with struggling readers or ESL readers.
SAS Curriculum Pathways
SAS Institute Inc. (2012). SAS Curriculum Pathways. Retrieved May 20, 2012 from http://www.sascurriculumpathways.com/portal/
Created by the SAS Institute, this is a free site for all teachers. Once you subscribe, you have access to a wealth of teaching ideas from educational videos to web quests. Designed for Grades 6-12, teachers can make learning more interactive and get away from using the textbook only.
Created by the SAS Institute, this is a free site for all teachers. Once you subscribe, you have access to a wealth of teaching ideas from educational videos to web quests. Designed for Grades 6-12, teachers can make learning more interactive and get away from using the textbook only.
Saturday, April 21, 2012
Final Blog
Reading
Log for 30 books (to paste into your blog in at the end of the term)
Genre / Titles you read
I.
Non-fiction/Informational (1 reflection required on
blog)
1) My Life in Dog Years
II. Poetry (1 reflection required on blog)
II. Poetry (1 reflection required on blog)
1)
What My
Mother Doesn’t Know (required for discussion)
2)
Out of the
Dust
III.
Modern Fantasy (1 reflection required on blog)
1) Babe the Gallant Pig (required for discussion)
2) The Hunger Games
3) Catching Fire
4) Mockingjay
5) The Giver
6) Miss Peregrine’s Home for Peculiar
Children
IV.
Historical Fiction (1 reflection required on blog –can
be a picture book)
1) Al Capone Does My Shirts (required for discussion)
2) Sarah, Plain and Tall
3) Bud, Not Buddy
4) The Book Thief
5) Pink and Say
V.
Multicultural/Traditional (2 reflections required on
blog – one can be a picture book)
1) The Legend of the Indian
Paintbrush
2)
The Jack Tales
3)
Shooter
5)
M.C. Higgins the Great
VI.
Realistic Fiction (1 reflection required on blog)
1) Laugh Until you Cry (required for discussion)
2) Holes
3) Monster
4) Wringer
5) Walk Two Moons
VII. Picture
Books (6 reflections required on blog)
1) Knots on a Counting Rope (required for discussion)
2) The Invention of Hugo Cabret
3) The True Story of the Three Little Pigs
4) Bark George
5) When Sophie Gets Angry – Really, Really
Angry…
6) Duck On A Bike
Wiki Checklist
Instructions:
Write the number of entries for each category you posted into on the Course
Wiki (requirement was four total posts,
in four different categories)
___1_ Social Studies
___1_ Science (EXTRA CREDIT)
____ Math
___1_ Music
___1_ Art
__1__ Reading/Language Arts
____ Physical Education
___1_ Other (Technology)
Field Experience:
I really don’t know where to begin. My field experience was with my SLMS. She is a wonderful librarian! Actually, she is also one of my best friends. I really enjoyed working with her. She helped me prepare a book talk to give to
her Journalism students. I also was able
to observe her as she worked with her Journalism students to complete the
school yearbook for the year. I have
really enjoyed this class. I believe one
of the most beneficial things I have learned is how to incorporate trade books
into the high school classroom. I have
learned so much about different types of literature as well. I think 2 of my favorites though were the
poetry unit and the realistic fiction unit.
I really made a personal connection with these.
My Life in Dog Years
Paulsen, G. (1998). My life in dog years. New York: Yearling.
How many of you are dog lovers? If you're not, don't worry. You will still enjoy this book. This book is the story of Gary Paulsen's life through the dogs he has owned. Each dog corresponds to a different part of his life. For example, Caesar the Great Dane came into his life after he was married and was living in a very small house. Quincy represents his interest in the Iditarod. The settings vary with each dog because how the dog was acquired and what Paulsen gains from this dog directly relate to the setting.
I have owned many dogs, and each have held a special memory for me. I can relate so much to Paulsen's description of each dog and the role it played in his life. Each chapter is a different memoir about a dog. However, through these memoirs the reader learns a lot about Paulsen as a man and his life. Each memoir contains vocabulary that is connected to that dog. For example, "gripping" is mentioned and defined in the chapter on Josh because this is a specialized term for this breed of dog.
Big Question: What pet has meant a lot to you and why?
How many of you are dog lovers? If you're not, don't worry. You will still enjoy this book. This book is the story of Gary Paulsen's life through the dogs he has owned. Each dog corresponds to a different part of his life. For example, Caesar the Great Dane came into his life after he was married and was living in a very small house. Quincy represents his interest in the Iditarod. The settings vary with each dog because how the dog was acquired and what Paulsen gains from this dog directly relate to the setting.
I have owned many dogs, and each have held a special memory for me. I can relate so much to Paulsen's description of each dog and the role it played in his life. Each chapter is a different memoir about a dog. However, through these memoirs the reader learns a lot about Paulsen as a man and his life. Each memoir contains vocabulary that is connected to that dog. For example, "gripping" is mentioned and defined in the chapter on Josh because this is a specialized term for this breed of dog.
Big Question: What pet has meant a lot to you and why?
Wednesday, April 18, 2012
Sarah, Plain and Tall
MacLachlan, P. (1985). Sarah, plain and tall. New York: Harper Collins.
How would you like to order a new Mom through the mail? Anna, Caleb and their Papa do just that. After losing their wife and mother, Papa decides to order a bride through the mail. After all, one of the neighbors did it. What if they don't like her? What if she doesn't like them? What if she can't sing? It's always a good idea to try out something new before you decide though. This story is set in the 19th century in the Midwest. It reminds me of Little House on the Prairie. Great book dealing with relationships, family, and giving new things a chance!!
How would you like to order a new Mom through the mail? Anna, Caleb and their Papa do just that. After losing their wife and mother, Papa decides to order a bride through the mail. After all, one of the neighbors did it. What if they don't like her? What if she doesn't like them? What if she can't sing? It's always a good idea to try out something new before you decide though. This story is set in the 19th century in the Midwest. It reminds me of Little House on the Prairie. Great book dealing with relationships, family, and giving new things a chance!!
Sunday, April 15, 2012
Monster
Myers, W. D. (1999). Monster. New York: Harper Collins.
I really can't remember how I heard of this book, but I do know why it appealed to me. My husband is a youth worker in a juvenile boot camp. While this boot camp cannot have murderers, I get to hear a lot of stories from my husband about why the kids ended up at the boot camp. Some always say "I didn't do it." Others admit their guilt immediately. I immediately felt a connection with this book. When I saw this story was told through journals and a movie script, I also welcomed the change from the normal novel.
Kids really don't realize how making the wrong decision can lead to such dramatic consequences. Myers protagonist, Steve Harmon, is on trial for murder. Through Harmon's first person point of view, the reader experiences what sitting in a court room is like as well as what sitting in a cell is like. In order to pass time during the trial, Harmon decides to turn his story into a movie script. He has enjoyed making movies for a while. The journals appear when Harmon is in his cell in the prison. Through them, the reader gets a description of life behind bars. "They take away your shoelaces and your belt so you can't kill yourself no matter how bad it is. I guess making you live is part of the punishment." This passage is one I marked with our Active Reading symbols. I marked it with Wow! This really made me think. Is that why they take away so much? Then I thought about the boot camp where my husband works. They do strip the kids of pretty much everything, including their hair. They all have to get their heads burred. For a lot of them, this comes as a shock. They wear the same clothes as everyone else also. This takes away from any that belong to gangs. Everyone is on an equal field. Shoelaces and belts can also be used as weapons against others.
This book would be great for a debate among class members. Any kid who has experienced making the wrong choice or being around the wrong people can relate. Those who have been falsely accused can also relate. Myers leaves the reader with a lot of unanswered questions. There are a lot of social issues that could make for a great conversation tool: Prison system, moral decisions, peer pressure, justice system, choosing friends wisely.
Big Question: Have you ever been in the wrong place at the wrong time and was accused of doing something you didn't do? How did you feel?
I really can't remember how I heard of this book, but I do know why it appealed to me. My husband is a youth worker in a juvenile boot camp. While this boot camp cannot have murderers, I get to hear a lot of stories from my husband about why the kids ended up at the boot camp. Some always say "I didn't do it." Others admit their guilt immediately. I immediately felt a connection with this book. When I saw this story was told through journals and a movie script, I also welcomed the change from the normal novel.
Kids really don't realize how making the wrong decision can lead to such dramatic consequences. Myers protagonist, Steve Harmon, is on trial for murder. Through Harmon's first person point of view, the reader experiences what sitting in a court room is like as well as what sitting in a cell is like. In order to pass time during the trial, Harmon decides to turn his story into a movie script. He has enjoyed making movies for a while. The journals appear when Harmon is in his cell in the prison. Through them, the reader gets a description of life behind bars. "They take away your shoelaces and your belt so you can't kill yourself no matter how bad it is. I guess making you live is part of the punishment." This passage is one I marked with our Active Reading symbols. I marked it with Wow! This really made me think. Is that why they take away so much? Then I thought about the boot camp where my husband works. They do strip the kids of pretty much everything, including their hair. They all have to get their heads burred. For a lot of them, this comes as a shock. They wear the same clothes as everyone else also. This takes away from any that belong to gangs. Everyone is on an equal field. Shoelaces and belts can also be used as weapons against others.
This book would be great for a debate among class members. Any kid who has experienced making the wrong choice or being around the wrong people can relate. Those who have been falsely accused can also relate. Myers leaves the reader with a lot of unanswered questions. There are a lot of social issues that could make for a great conversation tool: Prison system, moral decisions, peer pressure, justice system, choosing friends wisely.
Big Question: Have you ever been in the wrong place at the wrong time and was accused of doing something you didn't do? How did you feel?
Sunday, April 8, 2012
Out of the Dust
Hesse, K. (1997). Out of the dust. New York: Scholastic.
I chose this collection of poetry because I always loved hearing my grandfather's stories about growing up during this time. Even though he didn't leave in Oklahoma, areas across the US were affected by the Dust Bowl. Hesse's collection of poetry combines to create a novel about the Dust Bowl and the way of life from that time period. Told from the first person account of Billie Jo, the reader follows Billie Jo and her difficult life through blank verse poetry. Billie Jo has written the poetry herself as a way to let her emotions out. The poems read like a journal. Each poem is dated with the month and year, giving the reader a better understanding of the length of the Dust Bowl.
Hesse uses the poems to aid the reader in understanding the difficulties the people face. For example, in the poem titled "Breaking Drought", Hesse begins the poem with longer lines and ends with a one-word line. The subject is the rain. The longer lines give the poem a sense of monotony. It was the same conditions over and over again. "After seventy days / of wind and sun, / of wind and clouds, / of wind and sand, / after seventy days, / of wind and dust, / a little / rain / came." The repetition of "wind" shows the reader that wind was present nearly every day. Because "rain" is on one line by itself, Hesse emphasizes that small amount of rain they received.
Hesse uses elements such as onomatopoeia to enhance descriptions of the dust. An example is "the dust hissed against the windows". Dust was also described with a simile, "...the dust turned toward the house, / like a fired locomotive". With this use of onomatopoeia and simile, Hesse was also using sense imagery to appeal to the reader's sense of hearing.
Big Question: How would you feel if you were no longer able to to do something you loved, like Billie Jo and playing the piano?
I chose this collection of poetry because I always loved hearing my grandfather's stories about growing up during this time. Even though he didn't leave in Oklahoma, areas across the US were affected by the Dust Bowl. Hesse's collection of poetry combines to create a novel about the Dust Bowl and the way of life from that time period. Told from the first person account of Billie Jo, the reader follows Billie Jo and her difficult life through blank verse poetry. Billie Jo has written the poetry herself as a way to let her emotions out. The poems read like a journal. Each poem is dated with the month and year, giving the reader a better understanding of the length of the Dust Bowl.
Hesse uses the poems to aid the reader in understanding the difficulties the people face. For example, in the poem titled "Breaking Drought", Hesse begins the poem with longer lines and ends with a one-word line. The subject is the rain. The longer lines give the poem a sense of monotony. It was the same conditions over and over again. "After seventy days / of wind and sun, / of wind and clouds, / of wind and sand, / after seventy days, / of wind and dust, / a little / rain / came." The repetition of "wind" shows the reader that wind was present nearly every day. Because "rain" is on one line by itself, Hesse emphasizes that small amount of rain they received.
Hesse uses elements such as onomatopoeia to enhance descriptions of the dust. An example is "the dust hissed against the windows". Dust was also described with a simile, "...the dust turned toward the house, / like a fired locomotive". With this use of onomatopoeia and simile, Hesse was also using sense imagery to appeal to the reader's sense of hearing.
Big Question: How would you feel if you were no longer able to to do something you loved, like Billie Jo and playing the piano?
Monday, April 2, 2012
The Jack Tales
Chase, R. (1943). The Jack tales. New York: Houghton Mifflin.
The Jack Tales are considered part of the group of literature known as traditional literature. According to our text, traditional literature is rooted in a deep oral tradition. Traditional literature has usually been passed down from one generation to the next through oral storytelling. This describes The Jack Tales. These tales are a compilation of tales rooted in the Appalachian culture.
I remember having some of these tales read to me when I was in grade school. After that, I never had an opportunity to read them again until now. As a young child, I always thought they were just a good, funny story. They are that...and so much more. They contain your simple, short progressive plots. They all have you standard beginning with some deviation of "Once upon a time" like "This here's a tale...". Since they are from Appalachia, they tend to start off with a little more emphasis on dialect. The dialect in these stories can only be described as rich. To get the full idea, you really need to read these stories out loud and pronounce the words as they are written. I found that so difficult!!!! I caught myself on numerous occasions correcting the pronunciation as I read. I would have to re-read parts if I did that. It just didn't sound right.
The main character, Jack, is obviously a good character who encounters an evil character(s) in some fashion. For example, in "Jack and the Robbers", Jack and a few friends he picks up along the way encounter a band of robbers. Jack and his friends trick the robbers and run them out of the country. How you might ask? That is what you need to read and find out! The tales also usually end with the narrator mentioning that the last he knew of Jack he was back home doing something else. The settings for the tales are not that descriptive. The themes usually tend to be the typical the good win over the bad or the weak overcome the stronger.
Big Question: What stories have you heard in your family like these?
The Jack Tales are considered part of the group of literature known as traditional literature. According to our text, traditional literature is rooted in a deep oral tradition. Traditional literature has usually been passed down from one generation to the next through oral storytelling. This describes The Jack Tales. These tales are a compilation of tales rooted in the Appalachian culture.
I remember having some of these tales read to me when I was in grade school. After that, I never had an opportunity to read them again until now. As a young child, I always thought they were just a good, funny story. They are that...and so much more. They contain your simple, short progressive plots. They all have you standard beginning with some deviation of "Once upon a time" like "This here's a tale...". Since they are from Appalachia, they tend to start off with a little more emphasis on dialect. The dialect in these stories can only be described as rich. To get the full idea, you really need to read these stories out loud and pronounce the words as they are written. I found that so difficult!!!! I caught myself on numerous occasions correcting the pronunciation as I read. I would have to re-read parts if I did that. It just didn't sound right.
The main character, Jack, is obviously a good character who encounters an evil character(s) in some fashion. For example, in "Jack and the Robbers", Jack and a few friends he picks up along the way encounter a band of robbers. Jack and his friends trick the robbers and run them out of the country. How you might ask? That is what you need to read and find out! The tales also usually end with the narrator mentioning that the last he knew of Jack he was back home doing something else. The settings for the tales are not that descriptive. The themes usually tend to be the typical the good win over the bad or the weak overcome the stronger.
Big Question: What stories have you heard in your family like these?
The Legend of the Indian Paintbrush
dePaola, T. (1988). The legend of the Indian Paintbrush. New York: Scholastic.
"No matter how hard he tried, he couldn't keep up with the other boys who were always riding, running, shooting their bows, and wrestling to prove their strength" (p. 1). How many of us can relate to Little Gopher? I sure can! Many students go through school being the one looked over for games because of their size or lack of strength or speed. I was always one of those. Many students wonder what their special skill is.
In this multicultural children's picture book, we see the world as Little Gopher sees it. After being left out for so long, he is told he has a special gift - artistic talent. He has to use that talent that he has been given to tell the story of his people. Intertwined with the Native American way of life is also traditional literature - the legend. Native Americans, as part of their culture, often have stories that explain the origin of some element in the natural world. Combining the the two types of literature into one. dePaola creates a powerful story that warms the heart. Little Gopher discovers his talents and realizes the shaman in right. Everyone has a purpose. Not everyone is meant to be a warrior. Through Little Gopher, the legend of the Indian Paintbrush is told. The Indian Paintbrush is a wildflower that is commonly found out west.
The book includes many aspects of the Native American culture. We read about the ritual of becoming a man and guiding visions. We also read about how Native Americans create their stories for others to see or hear. This way, the stories are passed from one generation to the next. The book has a progressive plot that follows Little Gopher as a young child until he becomes a man. The colors used by dePaola compliment the book exceptionally well. Most of the pages contain more neutral shades with darker reds, blues, browns, etc. Because Little Gopher wants to paint the sunset so badly, the only pages that have the brighter colors are the ones that deal with the sunset. All of his paintings looked "dull and dark" (p. 20).... until he found what he was looking for.
Text to Self: See first paragraph
Big Question: What has made you feel like you weren't as good as someone else?
"No matter how hard he tried, he couldn't keep up with the other boys who were always riding, running, shooting their bows, and wrestling to prove their strength" (p. 1). How many of us can relate to Little Gopher? I sure can! Many students go through school being the one looked over for games because of their size or lack of strength or speed. I was always one of those. Many students wonder what their special skill is.
In this multicultural children's picture book, we see the world as Little Gopher sees it. After being left out for so long, he is told he has a special gift - artistic talent. He has to use that talent that he has been given to tell the story of his people. Intertwined with the Native American way of life is also traditional literature - the legend. Native Americans, as part of their culture, often have stories that explain the origin of some element in the natural world. Combining the the two types of literature into one. dePaola creates a powerful story that warms the heart. Little Gopher discovers his talents and realizes the shaman in right. Everyone has a purpose. Not everyone is meant to be a warrior. Through Little Gopher, the legend of the Indian Paintbrush is told. The Indian Paintbrush is a wildflower that is commonly found out west.
The book includes many aspects of the Native American culture. We read about the ritual of becoming a man and guiding visions. We also read about how Native Americans create their stories for others to see or hear. This way, the stories are passed from one generation to the next. The book has a progressive plot that follows Little Gopher as a young child until he becomes a man. The colors used by dePaola compliment the book exceptionally well. Most of the pages contain more neutral shades with darker reds, blues, browns, etc. Because Little Gopher wants to paint the sunset so badly, the only pages that have the brighter colors are the ones that deal with the sunset. All of his paintings looked "dull and dark" (p. 20).... until he found what he was looking for.
Text to Self: See first paragraph
Big Question: What has made you feel like you weren't as good as someone else?
Sunday, March 25, 2012
The Hunger Games
Collins, S. (2008). The hunger games. New York: Scholastic.
I absolutely loved this book! My daughter had read all three and with the movie coming out, I saw this as an opportunity for us to do something together. I had to read the book first though. Boy am I glad I did! Now we have plans to see the movie together!
This novel takes place in a futuristic setting that parallels with our modern world. There are hints as to the geographic location of the different districts in the book. Because of a rebellion by one of the districts, every year there is a reaping. A boy and a girl from each district are chosen and must participate in the Hunger Games. From beginning to end, I could not put this book down! Katniss, one of the main characters, is a young girl from District 12 chosen for the reaping. The book is told from her point of view - a first person point of view. Through the book she faces all four of the types of conflicts. She struggles against herself when she has to make critical decisions about how to play the games. She struggles against other human and nonhuman adversaries as part of the games. She struggles against elements of nature through the games. Probably, the biggest conflict though comes with society - what is right and what is wrong with the world in which she lives.
Katniss is the protagonist in the book. Because the book is told from her point of view, the reader gets to know her on a personal level. This is partly the reason for not being able to put the book down. The reader almost becomes Katniss and wants to know what happens to her. Many of the other characters that participate in the Hunger Games are more flat in nature. They really help to develop the plot. The reader only sees one side of them - for example, Caesar. He interviews the contestants before the games begin. He is used to more fully develop the other characters through his interviews.
Through using the Mark my Word strategy, students can mark vocabulary they are not understanding. For example, the term "reaping" may need to be explained. Tributes is another term that would be important for this book. Students may mark that word as well.
Many of the elements of the book come from a futuristic setting. This leaves the reader to ponder: (1) What will our world be like 50 or 100 years for from now? (2) Could we become Panem? Explain.
I absolutely loved this book! My daughter had read all three and with the movie coming out, I saw this as an opportunity for us to do something together. I had to read the book first though. Boy am I glad I did! Now we have plans to see the movie together!
This novel takes place in a futuristic setting that parallels with our modern world. There are hints as to the geographic location of the different districts in the book. Because of a rebellion by one of the districts, every year there is a reaping. A boy and a girl from each district are chosen and must participate in the Hunger Games. From beginning to end, I could not put this book down! Katniss, one of the main characters, is a young girl from District 12 chosen for the reaping. The book is told from her point of view - a first person point of view. Through the book she faces all four of the types of conflicts. She struggles against herself when she has to make critical decisions about how to play the games. She struggles against other human and nonhuman adversaries as part of the games. She struggles against elements of nature through the games. Probably, the biggest conflict though comes with society - what is right and what is wrong with the world in which she lives.
Katniss is the protagonist in the book. Because the book is told from her point of view, the reader gets to know her on a personal level. This is partly the reason for not being able to put the book down. The reader almost becomes Katniss and wants to know what happens to her. Many of the other characters that participate in the Hunger Games are more flat in nature. They really help to develop the plot. The reader only sees one side of them - for example, Caesar. He interviews the contestants before the games begin. He is used to more fully develop the other characters through his interviews.
Through using the Mark my Word strategy, students can mark vocabulary they are not understanding. For example, the term "reaping" may need to be explained. Tributes is another term that would be important for this book. Students may mark that word as well.
Many of the elements of the book come from a futuristic setting. This leaves the reader to ponder: (1) What will our world be like 50 or 100 years for from now? (2) Could we become Panem? Explain.
Monday, March 19, 2012
The Invention of Hugo Cabret
Selznick, B. (2007). The invention of Hugo Cabret. New York: Scholastic.
As a young orphan boy, Hugo takes care of the clocks in the train station. His love for fixing things like windup toys gets him in trouble. He meets an old man that has a secret of his own along with the old man's foster daughter, who carries her own secret. The author brings together all these secrets in a novel that seems a lot like a movie playing as you read it. Of course, the movie adaptation of this book has just been released! I first heard of automatons on the CBS Sunday Morning news show. This book was mentioned in their story about automatons. When I read the syllabus for this class and saw the book listed as a choice, I knew it had to be one I read.
The illustrations in this book are remarkable. They are used in some cases to help explain some of the more mechanical aspects of the story, such as the films that become an integral part of the plot. In the drawings, the illustrator will lighten the area around the part of the picture in particular he wants to draw the reader's attention to. Mingled in with the realistic drawings are photographs of old films that are important to the setting as well. Sometimes the illustrations tell parts of the story as well. Then the text, which is written on simplistic, white paper, will continue the story.
As a picture book for older readers, the story comes to life through the pictures. They are so realistic they make the reader feel as if they are looking out from behind the clock face, down into the train station. Older children can relate to keeping secrets and not wanting others to find out about their living situations. The book could also be used in an art class to discuss pencil and ink drawings. Science classes could use the books to study gears, automatons, and other mechanical aspects mentioned in the book.
Big Question: Why is Hugo's friendship with Isabelle so important to him?
As a young orphan boy, Hugo takes care of the clocks in the train station. His love for fixing things like windup toys gets him in trouble. He meets an old man that has a secret of his own along with the old man's foster daughter, who carries her own secret. The author brings together all these secrets in a novel that seems a lot like a movie playing as you read it. Of course, the movie adaptation of this book has just been released! I first heard of automatons on the CBS Sunday Morning news show. This book was mentioned in their story about automatons. When I read the syllabus for this class and saw the book listed as a choice, I knew it had to be one I read.
The illustrations in this book are remarkable. They are used in some cases to help explain some of the more mechanical aspects of the story, such as the films that become an integral part of the plot. In the drawings, the illustrator will lighten the area around the part of the picture in particular he wants to draw the reader's attention to. Mingled in with the realistic drawings are photographs of old films that are important to the setting as well. Sometimes the illustrations tell parts of the story as well. Then the text, which is written on simplistic, white paper, will continue the story.
As a picture book for older readers, the story comes to life through the pictures. They are so realistic they make the reader feel as if they are looking out from behind the clock face, down into the train station. Older children can relate to keeping secrets and not wanting others to find out about their living situations. The book could also be used in an art class to discuss pencil and ink drawings. Science classes could use the books to study gears, automatons, and other mechanical aspects mentioned in the book.
Big Question: Why is Hugo's friendship with Isabelle so important to him?
When Sophie Gets Angry - Really, Really Angry...
Bang, M. (1999). When Sophie gets angry - really, really angry. New York: Scholastic.
Temper, temper, temper...that is what my mom would tell me when I was little and became angry over something. Sophie, on the other hand, handles her anger in another way. The trick is for her to find a way to calm down. How does she do it?
The colorful illustrations bring this book to life. All of the jagged lines and bright red colors around Sophie and other characters represent the anger Sophie feels when she has to share. The illustrations of trees on the page where she cries show her stature as she is walking up the hill to her favorite place. Her bent back seems symbolic of the defeat she feels when Mom tells her she must share. In contrast, the color of her tree, white, represents the calmness she feels after she has had time to cool off.
This book is considered a concept book. It highlights the emotion anger. There is very little text. The illustrations do the majority of the telling of the story. As a matter of fact, the reader could tell the story using the pictures only. This would be an excellent book for younger students to use to talk about their feelings.
Big Question: What do you do when you get really angry about something?
Temper, temper, temper...that is what my mom would tell me when I was little and became angry over something. Sophie, on the other hand, handles her anger in another way. The trick is for her to find a way to calm down. How does she do it?
The colorful illustrations bring this book to life. All of the jagged lines and bright red colors around Sophie and other characters represent the anger Sophie feels when she has to share. The illustrations of trees on the page where she cries show her stature as she is walking up the hill to her favorite place. Her bent back seems symbolic of the defeat she feels when Mom tells her she must share. In contrast, the color of her tree, white, represents the calmness she feels after she has had time to cool off.
This book is considered a concept book. It highlights the emotion anger. There is very little text. The illustrations do the majority of the telling of the story. As a matter of fact, the reader could tell the story using the pictures only. This would be an excellent book for younger students to use to talk about their feelings.
Big Question: What do you do when you get really angry about something?
Saturday, March 17, 2012
Duck on a Bike
Shannon, D. (2002). Duck on a bike. New York: Scholastic.
Haven't we all done something that others thought was crazy or a waste of time while others thought it was awesome? That is exactly what Duck did. He saw a challenge (riding a bike) and decided to give it a try. Along his journey, the reader hears the opinion of his other barnyard companions. Is he successful in learning to ride the bike? You'll just have to read the book to see.
David Shannon uses a doublespread for his illustrations. This reflects the continuation of Duck's journey as he attempts to learn to ride the book. The flyleaf contains illustrations of the ribbons that often fall from the handlebars of a bicycle. The front flyleaf represents one side of the bicycle, and the back flyleaf represents the other side of the bicycle. The story is contained between the two sets of the ribbons, as the main action occurs on the bicycle between the two sets of ribbons as well. The title page is a doublespread as well. The focus of the picture is on the size difference between Duck and the bicycle, making the reader wonder how Duck will do on the bike. The end page contains an illustration of a big tractor and Duck examining it. This leaves the reader wondering if Duck will move on to bigger things.
This book is a picture storybook. Both the words and pictures tell the story. For example, when Duck travels past the horse, the horse thinks that Duck is still not as fast as him. Shannon's characterization of Horse portrays the horse as a haughty animal by the sneer of Horse's lip and the tilt of his head.
Big Question: When have you tried to do something new? Explain.
Haven't we all done something that others thought was crazy or a waste of time while others thought it was awesome? That is exactly what Duck did. He saw a challenge (riding a bike) and decided to give it a try. Along his journey, the reader hears the opinion of his other barnyard companions. Is he successful in learning to ride the bike? You'll just have to read the book to see.
David Shannon uses a doublespread for his illustrations. This reflects the continuation of Duck's journey as he attempts to learn to ride the book. The flyleaf contains illustrations of the ribbons that often fall from the handlebars of a bicycle. The front flyleaf represents one side of the bicycle, and the back flyleaf represents the other side of the bicycle. The story is contained between the two sets of the ribbons, as the main action occurs on the bicycle between the two sets of ribbons as well. The title page is a doublespread as well. The focus of the picture is on the size difference between Duck and the bicycle, making the reader wonder how Duck will do on the bike. The end page contains an illustration of a big tractor and Duck examining it. This leaves the reader wondering if Duck will move on to bigger things.
This book is a picture storybook. Both the words and pictures tell the story. For example, when Duck travels past the horse, the horse thinks that Duck is still not as fast as him. Shannon's characterization of Horse portrays the horse as a haughty animal by the sneer of Horse's lip and the tilt of his head.
Big Question: When have you tried to do something new? Explain.
Monday, March 12, 2012
Bark, George
Feiffer, J. (1999). Bark george. New York, NY: Scholastic.
This book centers around a pup named George. His mother is trying to teach him to bark - a very necessary criteria for a dog. However, poor George can only make other animals sounds. So the mother takes him to the vet to discover what the problem is. Does George finally figure out how to bark?
As a picture storybook, the composition of the visual elements stresses the importance of this ability. The characters are centered in the middle of each page, and the pages create a doublespread. The book is illustrated in an cartoon style - exaggerated rounded figures and very little to no background on the pages. For example, on page 6 George's mother is illustrated with an exasperated look on her face. Her facial features are exaggerated to illustrate her feelings with George.
Children can relate to this book because they have encountered situations in which they had to learn to do something new. For example, children have to correctly learn how to say new words as well. This was a favorite book of my son. It makes an excellent read-aloud as well.
Big Question: When did you have to learn how to do something new and had trouble learning it?
This book centers around a pup named George. His mother is trying to teach him to bark - a very necessary criteria for a dog. However, poor George can only make other animals sounds. So the mother takes him to the vet to discover what the problem is. Does George finally figure out how to bark?
As a picture storybook, the composition of the visual elements stresses the importance of this ability. The characters are centered in the middle of each page, and the pages create a doublespread. The book is illustrated in an cartoon style - exaggerated rounded figures and very little to no background on the pages. For example, on page 6 George's mother is illustrated with an exasperated look on her face. Her facial features are exaggerated to illustrate her feelings with George.
Children can relate to this book because they have encountered situations in which they had to learn to do something new. For example, children have to correctly learn how to say new words as well. This was a favorite book of my son. It makes an excellent read-aloud as well.
Big Question: When did you have to learn how to do something new and had trouble learning it?
Sunday, March 11, 2012
The True Story of the 3 Little pigs by A. Wolf
Scieszka, J. (1989). The true story of the three little pigs by A. Wolf. New York, NY: Puffin Books.
This picture book demonstrates how conflicting stories can arise from the same event. Point of view is the focus of this story. With the majority of the pictures being encased in frames, the book reminds me of a scrapbook. The cover and back are illustrated to look like old newspaper clippings. Colors range from dark to neutral in tone. Pages are decorated with scrapbooking materials such as buttons and words cut out of different materials.
Told from the wolf's perspective, he was only wanting to borrow a cup of sugar when accidents happened that were beyond his control. A. Wolf couldn't help those tragedies. Those pigs (and everyone else) have it all wrong. He didn't intend to harm those 3 little pigs? Or did he? Students can identify with this because they will encounter different versions of stories from their friends in their everyday lives. This picture book makes an excellent read-aloud selection. At the high school level, I could use this book to teach point of view in conjunction with the original story.
Another excellent use of this book would be to use it to demonstrate voice. A. Wolf clearly has a distinct voice, filled with sarcasm and rhetorical questions. Older students could relate to this - even high school students.
Big Question(s): Why does the wolf mention cheeseburgers, second helpings, and so many other references to human food? Why did the wolf get so mad when Granny was mentioned?
This picture book demonstrates how conflicting stories can arise from the same event. Point of view is the focus of this story. With the majority of the pictures being encased in frames, the book reminds me of a scrapbook. The cover and back are illustrated to look like old newspaper clippings. Colors range from dark to neutral in tone. Pages are decorated with scrapbooking materials such as buttons and words cut out of different materials.
Told from the wolf's perspective, he was only wanting to borrow a cup of sugar when accidents happened that were beyond his control. A. Wolf couldn't help those tragedies. Those pigs (and everyone else) have it all wrong. He didn't intend to harm those 3 little pigs? Or did he? Students can identify with this because they will encounter different versions of stories from their friends in their everyday lives. This picture book makes an excellent read-aloud selection. At the high school level, I could use this book to teach point of view in conjunction with the original story.
Another excellent use of this book would be to use it to demonstrate voice. A. Wolf clearly has a distinct voice, filled with sarcasm and rhetorical questions. Older students could relate to this - even high school students.
Big Question(s): Why does the wolf mention cheeseburgers, second helpings, and so many other references to human food? Why did the wolf get so mad when Granny was mentioned?
Tuesday, February 28, 2012
All About Me
Hello! My name is Elizabeth Annette Coomer. For all of my classes, I am "Elizabeth", but in everday life I am "Annette". Either one is fine with me. I teach at Breathitt County High School in Jackson, KY. We are in the southeastern part of the state. I teach English III and English IV. I am also the English Department Chairperson.
I have 2 children. Adrianna is 13 years old, and Brady is 5 years old. I have been married for 17 years. We also have a Dorkie (daschund and Yorkie mix) named Kipper. We love horses too, so we have 2 horses and 1/2 (a miniature pony). The miniature pony has the most amazing personality I have ever seen! Besides my family, I love to read!!!!! I read just about anything I can, from Stephen King to children's books. I love books in general. I also love scrapbooking, photography, watching NFL football, and doing anything that involves my family.
I have 2 children. Adrianna is 13 years old, and Brady is 5 years old. I have been married for 17 years. We also have a Dorkie (daschund and Yorkie mix) named Kipper. We love horses too, so we have 2 horses and 1/2 (a miniature pony). The miniature pony has the most amazing personality I have ever seen! Besides my family, I love to read!!!!! I read just about anything I can, from Stephen King to children's books. I love books in general. I also love scrapbooking, photography, watching NFL football, and doing anything that involves my family.
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