Lilly’s Purple Plastic Purse is a darling and clever book filled with life’s little lessons. From patience to remorse to pure excitement, Lilly has us in for a treat. This book is not only perfect for life’s little lessons, but also offers many ideas for teaching in the classroom. Young ones will easily be able to relate with Lilly and the events that take place. It is a very true to life story.
Lilly is so thrilled with her new purse that she can’t wait to show her friends at school and her favorite teacher, Mr. Slinger. Not being able to hold in her excitement, Lilly continually interrupts Mr. Slinger’s lessons and gets her new prizes taken up. Lilly is devastated and angry! She leaves him a mean picture that later she will regret.
Henkes, Kevin. Lilly's Purple Plastic Purse. Greenwillow Books: New York, 1996.
http://www.amazon.com/Lillys-Purple-Plastic-Purse-Henkes/dp/068812898X/ref=sr_1_1?ie=UTF8&s=books&qid=1209066299&sr=1-1
Thursday, April 24, 2008
Shel Silverstein
Sheldon Alan “Shel” Silverstein was born on September, 25, 1930 in Chicago, IL. He grew up there and attended the Chicago School of Performing Arts and other schools surrounding the Chicago area. Shel went on to have two children, Shanna and Matt. Shanna died at the age of 11 due to a cerebral aneurysm, and Matt was born in 1983 and presumed to still be alive. Shel died during the weekend of May 8, 1999 of a heart attack. Shel was a composer, an artist, and the author of numerous books of prose and poetry for younger readers.
Shel’s writing started kicking off when he was in the military in the 1950s. He wrote adult cartoons for the newspaper, Starts and Stripes. Some of his classics include:
Uncle Shelby’s ABZ Book (1961)
Uncle Shelby's story of) Lafcadio: The Lion Who Shot Back (1963)
The Giving Tree (1964)
Where the Sidewalk Ends (1974)
A Light in the Attic (1981)
Falling Up (1996)
Runny Babbit (2005) (published posthumously)
Don't Bump the Glump! and Other Fantasies (2008, originally published in 1964)
A Light in the Attic was actually the first children’s book to be on the New York Times best sellers list, and it stayed there for 182 weeks. Publishers Weekly did an interview with Shel on February 24, 1975 where he mentions when he was a young adolescent he wanted to be a star baseball player or a hit with the girls. However, he wasn’t great at either one so he started to draw and write, and that is when he developed his own style and own talent. He definitely has a unique one! Here is a list of some of the awards and honors Shel accomplished in his life:
1974 New York Times Outstanding Book Award for Where the Sidewalk Ends
1981 Michigan Young Readers’ Award for Where the Sidewalk Ends
1981 School Library Journal Best Books Award for A Light in the Attic
1982 International Reading Association’s Children’s Choice Award for The Missing Piece Meets The Big O
1983 Buckeye Award for A Light in the Attic
1984 George G. Stone Award for A Light in the Attic and Where the Sidewalk Ends
1984 William Allen White Award for A Light in the Attic
1985 Buckeye Award for A Light in the Attic
Shel was known and appreciated by many children as well as adults. People saw him as both wicked and giddy. His work is seen as sly and serious, and gruesome as well as just plain old silly!
Bibliography
Books:
Silverstein, Shell. Uncle Shelby’s ABZ Book. Simon & Shuster: New York, NY. 1961.
Silverstein, Shell. Uncle Shelby’s story of Lafcadio: The Lion Who Shot Back. Harper & Row :New York, NY. 1963.
Silverstein, Shell. The Giving Tree. Harper & Row: New York, NY. 1964
Silverstein, Shell. The Missing Piece. Harper & Row: New York, NY. 1976
Silverstein, Shell. Where the Sidewalk Ends. HarperCollins: New York, NY. 1974
Silverstein, Shell. A Light in the Attic. Harper & Row: New York, NY. 1981
Silverstein, Shell. Falling Up. HarperCollins: New York, NY. 1996
Silverstein, Shell. Runny Babbit. HarperCollins: New York, NY. 2005.
Silverstein, Shell. Don’t Bump the Glump! and Other Fantasies. HarperCollins Publishers. New York, NY. 2008.
Essays:
Thomas, Joseph T. "Reappraising Uncle Shelby". Horn Book Magazine. May/Jun 2005, Vol 81 Issue 3, p.23-293.
Myers, Mitch. "Shel Silverstein". Rolling Stone. June 1999, Issue815, p26.
Interviews:
Lingeman, Richard. "The Third Mr. Silverstein". New York Times Book Review. April, 30, 1978.
Mercier, Jean. "Shel Silverstein." Publisher's Weekly. Feb., 24 1975
Shel’s writing started kicking off when he was in the military in the 1950s. He wrote adult cartoons for the newspaper, Starts and Stripes. Some of his classics include:
Uncle Shelby’s ABZ Book (1961)
Uncle Shelby's story of) Lafcadio: The Lion Who Shot Back (1963)
The Giving Tree (1964)
Where the Sidewalk Ends (1974)
A Light in the Attic (1981)
Falling Up (1996)
Runny Babbit (2005) (published posthumously)
Don't Bump the Glump! and Other Fantasies (2008, originally published in 1964)
A Light in the Attic was actually the first children’s book to be on the New York Times best sellers list, and it stayed there for 182 weeks. Publishers Weekly did an interview with Shel on February 24, 1975 where he mentions when he was a young adolescent he wanted to be a star baseball player or a hit with the girls. However, he wasn’t great at either one so he started to draw and write, and that is when he developed his own style and own talent. He definitely has a unique one! Here is a list of some of the awards and honors Shel accomplished in his life:
1974 New York Times Outstanding Book Award for Where the Sidewalk Ends
1981 Michigan Young Readers’ Award for Where the Sidewalk Ends
1981 School Library Journal Best Books Award for A Light in the Attic
1982 International Reading Association’s Children’s Choice Award for The Missing Piece Meets The Big O
1983 Buckeye Award for A Light in the Attic
1984 George G. Stone Award for A Light in the Attic and Where the Sidewalk Ends
1984 William Allen White Award for A Light in the Attic
1985 Buckeye Award for A Light in the Attic
Shel was known and appreciated by many children as well as adults. People saw him as both wicked and giddy. His work is seen as sly and serious, and gruesome as well as just plain old silly!
Bibliography
Books:
Silverstein, Shell. Uncle Shelby’s ABZ Book. Simon & Shuster: New York, NY. 1961.
Silverstein, Shell. Uncle Shelby’s story of Lafcadio: The Lion Who Shot Back. Harper & Row :New York, NY. 1963.
Silverstein, Shell. The Giving Tree. Harper & Row: New York, NY. 1964
Silverstein, Shell. The Missing Piece. Harper & Row: New York, NY. 1976
Silverstein, Shell. Where the Sidewalk Ends. HarperCollins: New York, NY. 1974
Silverstein, Shell. A Light in the Attic. Harper & Row: New York, NY. 1981
Silverstein, Shell. Falling Up. HarperCollins: New York, NY. 1996
Silverstein, Shell. Runny Babbit. HarperCollins: New York, NY. 2005.
Silverstein, Shell. Don’t Bump the Glump! and Other Fantasies. HarperCollins Publishers. New York, NY. 2008.
Essays:
Thomas, Joseph T. "Reappraising Uncle Shelby". Horn Book Magazine. May/Jun 2005, Vol 81 Issue 3, p.23-293.
Myers, Mitch. "Shel Silverstein". Rolling Stone. June 1999, Issue815, p26.
Interviews:
Lingeman, Richard. "The Third Mr. Silverstein". New York Times Book Review. April, 30, 1978.
Mercier, Jean. "Shel Silverstein." Publisher's Weekly. Feb., 24 1975
Craft Lesson 10
Learning about plants and how they grow is important concept and a way to expand student's knowledge on their surrounding environment. Using children's literature to teach about this subject is a great way to integrate areas of the curriculum.
Growing our own plants in our classroom will be an exciting, motivational, and interactive way to teach students about plant growth. To introduce this I will read Fran's Flower by Lisa Bruce. This will be an interactive read-aloud. Throughout the book, I will ask the children prediction questions regarding the flower and what will make it grow. After reading it, we will then go over what we learned and talk about the things that are necessary for a plant to grow. Then we will each plant our own flowers in cups and help them grow.
Bruce, Lisa. Fran's Flower. Great Britain: Bloomsbury Publishing Plc, 1999.
Growing our own plants in our classroom will be an exciting, motivational, and interactive way to teach students about plant growth. To introduce this I will read Fran's Flower by Lisa Bruce. This will be an interactive read-aloud. Throughout the book, I will ask the children prediction questions regarding the flower and what will make it grow. After reading it, we will then go over what we learned and talk about the things that are necessary for a plant to grow. Then we will each plant our own flowers in cups and help them grow.
Bruce, Lisa. Fran's Flower. Great Britain: Bloomsbury Publishing Plc, 1999.
Tuesday, April 22, 2008
Children's Literature, Briefly: Motivating Students to Read
"Genuine motivation is a personal decision and comes from the heart." As a teacher, I will try my hardest to teach with passion and sincere enthusiasm. It is our goal, to have an impact and influence on our students to become lifelong readers.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Children's Literature Briefly: Controversial Books
The number of controversial children's books was initially shocking to me. It makes sense when you think about it. I guess its better to have parents/guardians who actually care and pay attention to what their children are reading and face complaints, than having parents who don't care. It's hard to do anything without stepping on somebody's toes. And as a teacher, I am sure I will come across many of these situations/confrontations. I will always remain open minded. People are entitled to their opinion, though I may not always agree with it.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Children's Literature, Briefly: Multicultural and International Books
I really like this chapter. I believe that ignorance is the root of racism. So it makes perfect sense that educators should jump at the oppurtunity to have an impact. Knowing that I, as a teacher, can have a part in broadening the minds of children and reducing prejudices, makes me very excited about teaching. Having multicultural literature and teaching social equality is an area I will stress in my classroom, and will consistently touch on.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Children's Literature, Briefly: Informational Books
In my classroom library, I will keep plenty of informational books. They will, of course, be attractive and interesting ones. I personally, like reading about factual subject matter. And with children's informational books that are appealing, I feel that I can get my students to enjoy them as well. They will be great resources for lessons- from intro activities to enrichment activities.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Craft Lesson 9
Banyai, Istvan. Zoom. New York: Puffin Books, 1998
Making our own class "zoom like" book would be a fun way to bring out our creative sides and work together as a team.
I personally think it would be really fun to make our own "zoom" books. It would definitely bring out the creative sides of us. I think it would be best to make one book as an entire class. We would first have to do plenty of brainstorming as a class. To get ideas rolling, I would be the first to come up with a couple of scenes. I would draw our "rough draft" out on the board as we developed new ideas. Then after we had plenty we would each make one of the illustrations. After we finish, I would bind the book together and keep it out for students to look through throughout the rest of the year.
Making our own class "zoom like" book would be a fun way to bring out our creative sides and work together as a team.
I personally think it would be really fun to make our own "zoom" books. It would definitely bring out the creative sides of us. I think it would be best to make one book as an entire class. We would first have to do plenty of brainstorming as a class. To get ideas rolling, I would be the first to come up with a couple of scenes. I would draw our "rough draft" out on the board as we developed new ideas. Then after we had plenty we would each make one of the illustrations. After we finish, I would bind the book together and keep it out for students to look through throughout the rest of the year.
Zoom by Banyai
Banyai, Istvan. Zoom. New York: Puffin Books, 1998
I thought this book was pretty cool. It keeps you guessing and makes you want to look back over it again and again. It's a very creative concept. I've never seen anything like it before which, I think, makes it all the more enjoyable and interesting to "read"!
I thought this book was pretty cool. It keeps you guessing and makes you want to look back over it again and again. It's a very creative concept. I've never seen anything like it before which, I think, makes it all the more enjoyable and interesting to "read"!
Wednesday, April 2, 2008
Craft Lesson 7
This lesson will involve students listening and then discussing the book, Stuart's Cape. After discussing and brainstorming ideas I will have student's write about their own make-believe adventure.
After reading this book to my students, we will discuss the book. We will talk about the adventures Stuart had while he wore his cape. I will then ask the students about what sort of adventures they would like to have. I will ask them what magical/make-believe things they would be able to do and where their source of power would come from (such as a cape). Students will write their own adventure story and make an illustration about their writings.
Pennypacker, Sara. Stuart's Cape. Illus. Martin Matje. New York, NY: Scholastic Inc., 2002.
After reading this book to my students, we will discuss the book. We will talk about the adventures Stuart had while he wore his cape. I will then ask the students about what sort of adventures they would like to have. I will ask them what magical/make-believe things they would be able to do and where their source of power would come from (such as a cape). Students will write their own adventure story and make an illustration about their writings.
Pennypacker, Sara. Stuart's Cape. Illus. Martin Matje. New York, NY: Scholastic Inc., 2002.
Stuart's Cape
Pennypacker, S. Stuart's Cape. Illus. Martin Matje. New York NY: Scholastic/Orchard Books, 2002.
I was not too thrilled with Stuart's Cape. After reading, and loving Clementine by the same author, Sara Pennypacker, I went into this book with high hopes. Clementine was great! i laughed out loud many times. This book did not have quite the wit and humor that Clementine did. I think it would be better to read this to a younger audience, maybe first or second graders, than to have forth or fifth graders read it. It seems that it would appeal to a younger audience with all the imagination and make-believe.
I was not too thrilled with Stuart's Cape. After reading, and loving Clementine by the same author, Sara Pennypacker, I went into this book with high hopes. Clementine was great! i laughed out loud many times. This book did not have quite the wit and humor that Clementine did. I think it would be better to read this to a younger audience, maybe first or second graders, than to have forth or fifth graders read it. It seems that it would appeal to a younger audience with all the imagination and make-believe.
Monday, March 31, 2008
Children's Literature, Briefly, Chapter 13
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
I would think that most children may not find interest in reading traditional biographies, unless of course, it is on a person who is of that child's interest. I can remember having to read a biography on some historical figure and then wither writing a report or giving a presentation on that person. It is important that when children read biographies, that the books are engaging and bring life to the subject.
I would think that most children may not find interest in reading traditional biographies, unless of course, it is on a person who is of that child's interest. I can remember having to read a biography on some historical figure and then wither writing a report or giving a presentation on that person. It is important that when children read biographies, that the books are engaging and bring life to the subject.
Craft Lesson 8
Baby Mouse: Our Hero, by Jennifer & Matthew Holm
Discussion
Comic books and picture books are fun ways for children to use their imagination. I think that is it important for children to use their imagination as much as possible. Babymouse in particular, is very humorus and I think that students will be able to relate to her character.
How To Teach It
After reading Babymouse, I will ask children to share their thoughts about the book. I will then put them with a partner and have them develop their own character and storyline. They will write out their story line and draw a picture of their character to turn into me. After, editing their stories (if necessary) I will have them get back into their groups and provide them with a blank booklet. Next, they will create their own mini comic book using the provided book. They will use the story line and character they created to write and illustrate their book.
Discussion
Comic books and picture books are fun ways for children to use their imagination. I think that is it important for children to use their imagination as much as possible. Babymouse in particular, is very humorus and I think that students will be able to relate to her character.
How To Teach It
After reading Babymouse, I will ask children to share their thoughts about the book. I will then put them with a partner and have them develop their own character and storyline. They will write out their story line and draw a picture of their character to turn into me. After, editing their stories (if necessary) I will have them get back into their groups and provide them with a blank booklet. Next, they will create their own mini comic book using the provided book. They will use the story line and character they created to write and illustrate their book.
Craft Lesson 6
Picture books, Sidewalk Circus, by Paul Fleischman, and Not a Box, by Antoinette Portis
Discussion
I believe that by children consistently using their imagination through school and play they are developing their minds by promoting mental proceesses, and fostering creativty. When children are actively using their imagination they discover new things and expand on ideas.
How to Teach It
During my reading of Sidewalk Circus I will involve the children by asking them questions and having them make predictions. Before I open the book, I will ask them what they think it will be about just by looking at the cover and reading the title. Throughout the story, I will ask students prediction questions and also what they think about it and we will confirm these predictions as we continue through the book, if possible. I will ask the students to share, using their imagination, what is going on in each page. When they share an idea, I will ask them to expand on it by being as creative as they would like. On the very last page we will see the little girl. I will ask students to think in their minds how she is going to use her imagination. I will allow them to share a couple of their ideas before they go to there desks to write about where her imagination will go.
Discussion
I believe that by children consistently using their imagination through school and play they are developing their minds by promoting mental proceesses, and fostering creativty. When children are actively using their imagination they discover new things and expand on ideas.
How to Teach It
During my reading of Sidewalk Circus I will involve the children by asking them questions and having them make predictions. Before I open the book, I will ask them what they think it will be about just by looking at the cover and reading the title. Throughout the story, I will ask students prediction questions and also what they think about it and we will confirm these predictions as we continue through the book, if possible. I will ask the students to share, using their imagination, what is going on in each page. When they share an idea, I will ask them to expand on it by being as creative as they would like. On the very last page we will see the little girl. I will ask students to think in their minds how she is going to use her imagination. I will allow them to share a couple of their ideas before they go to there desks to write about where her imagination will go.
Babymouse
Holm, Jennifer and Matthew. New York, NY: Random House, 2005.
I loved this book! It was so fun to read, totally different from a traditional children's book. Yes, I think it took a little more effort on the reader's part to know where to start, to go, and to create your own words/story by just looking at the pictures but it is well worth it! Babymouse's attitude and extensive imagination is what got me. Plus, I love that it's a comic book thats feminine!
I loved this book! It was so fun to read, totally different from a traditional children's book. Yes, I think it took a little more effort on the reader's part to know where to start, to go, and to create your own words/story by just looking at the pictures but it is well worth it! Babymouse's attitude and extensive imagination is what got me. Plus, I love that it's a comic book thats feminine!
Sidewalk Circus
Fleischman, Paul and Hawkes, Kevin. Sidewalk Circus. Picture book. Cambridge MA: Candlewick Press, 2004.
Sidewalk Circus has not been one of my favorite reads. The illustrations are done beautifully, which of course, I appreciate however, they are not my taste or my style i guess. The concept behind the book is a good one, children using their imagination. I am just not sure if this book would appeal to most children. Who knows, maybe they would love it, maybe it's just me.
Sidewalk Circus has not been one of my favorite reads. The illustrations are done beautifully, which of course, I appreciate however, they are not my taste or my style i guess. The concept behind the book is a good one, children using their imagination. I am just not sure if this book would appeal to most children. Who knows, maybe they would love it, maybe it's just me.
Thursday, March 6, 2008
Poetry Folder
Creating my own poetry folder will not only be a great way to implement poems into my students curriculum, but it also, in a way, introduced me to poetry and the many ways it can be integrated into the classroom. I was unable to recall any poems that were my favorite as a child. Hopefully, with this folder I might be able to prevent that from being the case with my future students. I am looking forward to using poetry in my classroom in the future. I think that the poems I have chosen can be used in many ways and cover a wide range of subjects from math, to science, to language arts. I hope to be able to make reading, listening, and writing poetry entertaining and enjoyable to my students. It is all too often that children dread reading poems or are forced to write their own – I can remember having to do this and not particularly enjoying it. If we as teachers present poetry in fun and stimulating ways that our students are able to familiarize with, we will decrease the likelihood of them disliking poetry as too many kids do. By trying to choose poems that are of interest to my students, I can make learning meaningful and therefore maintain their interest and motivation.
Table of Contents
1. Dropped and Sprung
2. Smart
3. The Whales of Wales
4. If a Deer Dreamed
5. The Dodo
6. The Wind
7. Spring
8. Little Seeds
9. Rain
10. A Sprinkling of Snow
11. 100 Degrees
12. Whistling
13. Swimming
14. Jump Rope Rhythm
15. I like Peanut Butter
16. Soft
17. What Dads Do
18. Crickets
19. The Frog on the Log
20. Grasshopper
1. Dropped and Sprung
Wong, J. Heart to Heart. New York: Harry N. Abrams Inc. 2001.
I chose this poem because I have come to enjoy Janet Wong’s work and respect her as a writer. I would like to become more familiar with her work. This poem’s theme could be used as an introduction when teaching about time zones.
2. Smart
Silverstein, Shel. Where the Sidewalk Ends. NY, NY: HarperCollins Publisher, 1974.
This poem is so cute, and funny too. It’s perfect for a math lesson for teaching about money and what coins are worth.
3. The Whales of Wales
Kennedy, X.J. Livingston, If You Ever Meet a Whale. M.C. (Ed). USA: USA, 1992.
I love reading poems that use alliteration, they are fun to read especially aloud. This poem could either be a great introduction to studying whales or it also could be used when learning about alliteration.
4. If A Deer Dreamed
Moore, L. Poems have Roots. New York: Simon and Schusters Children’s Publishing Division. 1997.
This poem stuck out to me because of the idea it could “be a dream”. I would use this poem when teaching about animals and/or nature.
5. The Dodo
Lewis, J. P. & Wormell, C. Swan Song. Mankato, MN: Creative Editions. (7). 2003.
I chose this poem because it is by J.Patrick Lewis and since listening to him speak I have been wanting to become more familiar with his work. This poem would be perfect while learning/raising awareness about extinction and how we as humans have an affect on that.
6. The Wind
Reeves, J. The Random House Book of Poetry for Children. NY: Random House Inc, 1983.
I like this poem- It shows how powerful nature is capable of being. It would great to read when learning about weather and/or natural disasters.
7. Spring
Kuskin, Karla. Spring. Scholastic Inc. 1996-2008.
I picked this poem because I enjoyed how the author describes spring. This poem is perfect for teaching about metaphors and also the seasons.
8. Little Seeds
Minarik, Else H. NY, NY: HarperCollins Publishers. 2008.
This poem is a great way to introduce plants and vegetables/vegetation. It could also be used to teach about the seasons.
9. The Rain
Koontz, D. The Paper Doorway. New York: Harper Collins Publishing Inc. 1991.
I chose this poem because I like the descriptions the author uses and the many different ways he describes rain. This would be another great poem to use when teaching about the seasons, months, and/or the weather.
10. A Sprinkling of Snow
Frank, J. A Chill in the Air. New York: Simon and Schusters Children’s Publishing Division. 2003.
I think children (that experience snow) would love this poem. It could be read to encourage children to share their stories and experiences playing in the snow. Of course, it would be read during the winter.
11. 100 Degrees
Franco, B. Counting our way to the 100th Day. NY: Simon & Schuster Children’s Publishing Division. 2004.
I chose this because I think children would enjoy reading it. It’s very short and simple. This poem could be used when teaching about temperature. It would make the lesson meaningful because kids could understand from a “real world” situation. Or it could be used when learning about weather.
12. Whistling
Prelutsky, Jack. Whistling. NY, Read-Alound Rhymes for the Very Young. 1986.
I think that children will enjoy this poem because they will be able to relate to it. It can be a poem that is encouraging to children.
13. Swimming
Higgins, Alice. Swimming. NY: Read Aloud Rhymes for the Very Young. 1986.
I thought this would be a fun poem to read when the weather is warm, and for children who are close to the appropriate age group.
14. Jump Rope Rhythm
Sheild, Carol Diggory. Almost Late to School. NY: Button Children’s Books. 2003.
I think that students, especially young girls, would be amused by this poem. I am sure they will be able to relate to it – if not about jump roping then about some other activity. We could share our learning experiences with one another.
15. I Like Peanut Butter
Moore, L. I’m small and other verses. Mass: Candlewick Press Inc. 2001.
I could see students loving this poem, loving to read it aloud with me. It’s simple enough, its short, and the repetition will all make enjoyable to read for children.
16. Soft
Greenfield, E. Angels. NY: Hyperion Books for Children. 1998.
I think this poem is very sweet and it could be great for around Mother’s Day or Valentine’s Day. Children could rewrite the poem, or even write their own poems for their mothers and make a drawing/project to give to them as gifts.
17. What Dads Do
Viorst, J. Sad Underwear. NY: Simon and Schusters Children’s Publishing. 1995.
This poem is very cute until you get to the last stanza, and then its very sad. But I think I could just take that out. This could be an example for students. They could write their own poems about what they love about their dads and give it to them for Father’s Day gifts.
18. Crickets
Livingston, Myra C. Knock at the Star. NY: Little Brown and Company. 1999.
This is one of my favorites I chose. I love reading it. Its kind of like a tongue twister, with all the words that sound alike and begin with the same letters. This would be a fun one to read with the class, or have them read it aloud. Or it could be used when teaching about insects.
19. The Frog on the Log
Orleans, I. Read Aloud Rhymes for the Very Young. NY: Alfred A. Knof. 1986.
I think this poem will be enjoyable because of its rhyming and repetition. This poem could be used to teach onomatopoeias or about animals.
20. Grasshopper
McLoughland, Beverly. April Bubbles Chocolate. NY: Simon Schuster Children’s Publishing Division. 1994
I think this poem is enjoyable and would be fun to read aloud to students. This could be used to teach similes and metaphors or about insects.
Table of Contents
1. Dropped and Sprung
2. Smart
3. The Whales of Wales
4. If a Deer Dreamed
5. The Dodo
6. The Wind
7. Spring
8. Little Seeds
9. Rain
10. A Sprinkling of Snow
11. 100 Degrees
12. Whistling
13. Swimming
14. Jump Rope Rhythm
15. I like Peanut Butter
16. Soft
17. What Dads Do
18. Crickets
19. The Frog on the Log
20. Grasshopper
1. Dropped and Sprung
Wong, J. Heart to Heart. New York: Harry N. Abrams Inc. 2001.
I chose this poem because I have come to enjoy Janet Wong’s work and respect her as a writer. I would like to become more familiar with her work. This poem’s theme could be used as an introduction when teaching about time zones.
2. Smart
Silverstein, Shel. Where the Sidewalk Ends. NY, NY: HarperCollins Publisher, 1974.
This poem is so cute, and funny too. It’s perfect for a math lesson for teaching about money and what coins are worth.
3. The Whales of Wales
Kennedy, X.J. Livingston, If You Ever Meet a Whale. M.C. (Ed). USA: USA, 1992.
I love reading poems that use alliteration, they are fun to read especially aloud. This poem could either be a great introduction to studying whales or it also could be used when learning about alliteration.
4. If A Deer Dreamed
Moore, L. Poems have Roots. New York: Simon and Schusters Children’s Publishing Division. 1997.
This poem stuck out to me because of the idea it could “be a dream”. I would use this poem when teaching about animals and/or nature.
5. The Dodo
Lewis, J. P. & Wormell, C. Swan Song. Mankato, MN: Creative Editions. (7). 2003.
I chose this poem because it is by J.Patrick Lewis and since listening to him speak I have been wanting to become more familiar with his work. This poem would be perfect while learning/raising awareness about extinction and how we as humans have an affect on that.
6. The Wind
Reeves, J. The Random House Book of Poetry for Children. NY: Random House Inc, 1983.
I like this poem- It shows how powerful nature is capable of being. It would great to read when learning about weather and/or natural disasters.
7. Spring
Kuskin, Karla. Spring. Scholastic Inc. 1996-2008.
I picked this poem because I enjoyed how the author describes spring. This poem is perfect for teaching about metaphors and also the seasons.
8. Little Seeds
Minarik, Else H. NY, NY: HarperCollins Publishers. 2008.
This poem is a great way to introduce plants and vegetables/vegetation. It could also be used to teach about the seasons.
9. The Rain
Koontz, D. The Paper Doorway. New York: Harper Collins Publishing Inc. 1991.
I chose this poem because I like the descriptions the author uses and the many different ways he describes rain. This would be another great poem to use when teaching about the seasons, months, and/or the weather.
10. A Sprinkling of Snow
Frank, J. A Chill in the Air. New York: Simon and Schusters Children’s Publishing Division. 2003.
I think children (that experience snow) would love this poem. It could be read to encourage children to share their stories and experiences playing in the snow. Of course, it would be read during the winter.
11. 100 Degrees
Franco, B. Counting our way to the 100th Day. NY: Simon & Schuster Children’s Publishing Division. 2004.
I chose this because I think children would enjoy reading it. It’s very short and simple. This poem could be used when teaching about temperature. It would make the lesson meaningful because kids could understand from a “real world” situation. Or it could be used when learning about weather.
12. Whistling
Prelutsky, Jack. Whistling. NY, Read-Alound Rhymes for the Very Young. 1986.
I think that children will enjoy this poem because they will be able to relate to it. It can be a poem that is encouraging to children.
13. Swimming
Higgins, Alice. Swimming. NY: Read Aloud Rhymes for the Very Young. 1986.
I thought this would be a fun poem to read when the weather is warm, and for children who are close to the appropriate age group.
14. Jump Rope Rhythm
Sheild, Carol Diggory. Almost Late to School. NY: Button Children’s Books. 2003.
I think that students, especially young girls, would be amused by this poem. I am sure they will be able to relate to it – if not about jump roping then about some other activity. We could share our learning experiences with one another.
15. I Like Peanut Butter
Moore, L. I’m small and other verses. Mass: Candlewick Press Inc. 2001.
I could see students loving this poem, loving to read it aloud with me. It’s simple enough, its short, and the repetition will all make enjoyable to read for children.
16. Soft
Greenfield, E. Angels. NY: Hyperion Books for Children. 1998.
I think this poem is very sweet and it could be great for around Mother’s Day or Valentine’s Day. Children could rewrite the poem, or even write their own poems for their mothers and make a drawing/project to give to them as gifts.
17. What Dads Do
Viorst, J. Sad Underwear. NY: Simon and Schusters Children’s Publishing. 1995.
This poem is very cute until you get to the last stanza, and then its very sad. But I think I could just take that out. This could be an example for students. They could write their own poems about what they love about their dads and give it to them for Father’s Day gifts.
18. Crickets
Livingston, Myra C. Knock at the Star. NY: Little Brown and Company. 1999.
This is one of my favorites I chose. I love reading it. Its kind of like a tongue twister, with all the words that sound alike and begin with the same letters. This would be a fun one to read with the class, or have them read it aloud. Or it could be used when teaching about insects.
19. The Frog on the Log
Orleans, I. Read Aloud Rhymes for the Very Young. NY: Alfred A. Knof. 1986.
I think this poem will be enjoyable because of its rhyming and repetition. This poem could be used to teach onomatopoeias or about animals.
20. Grasshopper
McLoughland, Beverly. April Bubbles Chocolate. NY: Simon Schuster Children’s Publishing Division. 1994
I think this poem is enjoyable and would be fun to read aloud to students. This could be used to teach similes and metaphors or about insects.
Thursday, February 28, 2008
Read Aloud Journal
Today I read My Many Colored Days to a small group of kindergarteners from Wheatley Elementary. I was curious to see if they would be able to make the correlation between feelings and colors. Before I would read some of the pages, I would show them the illustrations and ask them “How do you think he/she is feeling today?” Sometimes they would have an idea from just seeing the picture. After I would read I would talk about the emotions that were expressed. I would ask them if they have had [specific color] days like the described in the book. I would ask them to share about days they have had like that. When I was finished, I talked about our emotions and how some days we feel mad, sad, happy, etc. I am pretty sure this was my first time to read to children. I was actually a little bit nervous. The students were overly excited and at times just kept talking and talking. But itt went well for the most part, the children listened and shared their experiences with me. In the end I think it was a success… I shared a book I like with children.
Seuss, Dr. My Many Colored Days. Illus. Steve Johnson and Lou Fancher. New York, NY: Random House, Inc., 1996.
Seuss, Dr. My Many Colored Days. Illus. Steve Johnson and Lou Fancher. New York, NY: Random House, Inc., 1996.
Craft Lesson 5
Craft Lesson 5
Resources
Mora, Pat. Yum! MmMm! Que rico!. Illus. Rafael Lopez. Madison Avenue NY: LEE & LOW BOOKS Inc., 2007.
Discussion
Kids can learn about food as natural resources. It is important and interesting to know have an understanding of where the foods we eat come from. Yum! Mmm! Que Rico! is a great book to begin teaching children where foods come from.
How to Teach It
I will begin by reading Yum MmMm! Que! Rico! to the class. I will have students color and cut out pictures of each food from the book (and more if wanted). Using a large world map, we can place the cut outs on the corresponding country of origin. Using the map for visuals will allow the children to grasp the concept more clearly.
Resources
Mora, Pat. Yum! MmMm! Que rico!. Illus. Rafael Lopez. Madison Avenue NY: LEE & LOW BOOKS Inc., 2007.
Discussion
Kids can learn about food as natural resources. It is important and interesting to know have an understanding of where the foods we eat come from. Yum! Mmm! Que Rico! is a great book to begin teaching children where foods come from.
How to Teach It
I will begin by reading Yum MmMm! Que! Rico! to the class. I will have students color and cut out pictures of each food from the book (and more if wanted). Using a large world map, we can place the cut outs on the corresponding country of origin. Using the map for visuals will allow the children to grasp the concept more clearly.
Sunday, February 24, 2008
Read Aloud Plan
I will be reading My Many Colored Days by Dr. Seuss to one child who is in kindergarten. I chose this book because it is one of my favorite children's books that I have read so far and I'm hoping they will love it as well. Also, it is developmentally appropriate for this age group. I am curious to see if they will be able to understand the correlation between emotions and feelings.
Ch 12: Children's Literature, Briefly
I like how history is referred to "the story of ourselves" and it involves studying differing viewpoints and making personal judgments.
Historical fiction can make learning about history much more exciting for children; it makes history much more personal and real and authentic when compared to textbook history. It allows children to make connections and can help them develop a sense of time.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Historical fiction can make learning about history much more exciting for children; it makes history much more personal and real and authentic when compared to textbook history. It allows children to make connections and can help them develop a sense of time.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Yum! MmMm! Que rico!
Mora, Pat. Yum! MmMm! Que rico!. Illus. Rafael Lopez. Madison Avenue NY: LEE & LOW BOOKS Inc., 2007.
The illustrations were great... bright, colorful and loud. I mostly liked that the book was not only entertaining but also informative.
The illustrations were great... bright, colorful and loud. I mostly liked that the book was not only entertaining but also informative.
Thursday, February 14, 2008
Craft Lesson 4
Craft Lesson 4
Expressing Emotion through Art
Resources
Seuss, Dr. My Many Colored Days. Illus. Steve Johnson and Lou Fancher. New York, NY: Random House, Inc., 1996.
Discussion
Every person experiences all different emotions including children, of course. However, the might not be able to recognize and understand the emotions. Students will be able to express mood and feelings using color schemes. Using color to express emotion can be therapeutic and can get students to think critically.
How To Teach It
After reading My Many Colored Days we can discuss as a group emotion and feelings. While going through the pages I will ask the students “What emotion do you think this is?” or “What do you think this feeling is?” I will share with the students some emotions that I have felt and will ask the students to share an emotion they have experienced with me. I will provide the students with paper and colors. I will have them draw an emotion using different colors and/or animals. I will have them refer to the book if needed.
Expressing Emotion through Art
Resources
Seuss, Dr. My Many Colored Days. Illus. Steve Johnson and Lou Fancher. New York, NY: Random House, Inc., 1996.
Discussion
Every person experiences all different emotions including children, of course. However, the might not be able to recognize and understand the emotions. Students will be able to express mood and feelings using color schemes. Using color to express emotion can be therapeutic and can get students to think critically.
How To Teach It
After reading My Many Colored Days we can discuss as a group emotion and feelings. While going through the pages I will ask the students “What emotion do you think this is?” or “What do you think this feeling is?” I will share with the students some emotions that I have felt and will ask the students to share an emotion they have experienced with me. I will provide the students with paper and colors. I will have them draw an emotion using different colors and/or animals. I will have them refer to the book if needed.
Children's Literature Autobiography (Revised)
I am finding it somewhat difficult to write an autobiography on literature, mostly due to my poor memory of my childhood and adolescent years, and partly because literature was not a big part of my life. Reading, and being read to, was not a huge part of my home life growing up. I think this is, in part, the reason why reading was not always a favorite thing to do.
Though I don’t have many positive memories of reading, I am able to recall some enjoyable times. At home, I absolutely loved I Spy books. I think I had every single one of them, for every single holiday. I sat with my younger brothers looking through those books, even though we knew where everything was hidden since we would read them over and over. Another of my favorites was the Magic Eye books. I loved that I was the only one of my siblings who could see the hidden pictures. Even my parents had trouble seeing the images. I felt smarter than all of them! We also had Where’s Waldo. Those were okay, but not near as fun as I Spy. And, of course, we had The Polar Express. I can remember reading, or attempting, to read books in my closet. The entire bottom shelf in my closet was lined with Little Golden Books. It was like our little hideout, we would escape to.
Another place I read was in school. The furthest back I can recall was reading in the first and second grades. We would have books that we would take home every week in big plastic bags and we were to read them with our parents. I think our parents were supposed to comment on how the reading was going. I do not remember what any of the books were, but I can vaguely remember trying to read them. I also recall the book fairs. They were always set up in the library. We would go pick out what we wanted and mark it down on our lists. However, it was not very often that my books would actually be ordered. I can remember the days when the orders came in and feeling slightly left out because I would go home empty handed. In either fourth or fifth grade I remember reading a book I fell in love with. I am sure many other girls read this one as well: Island of the Blue Dolphins by Scott O’Dell. I think this was my very first novel. I felt so grown up reading it!
Junior High School offers almost no memories to my mind. Honestly, I do not recall much of anything from those three years, pertaining to school at least. The only reading I can recall doing is by Edgar Allan Poe. I don’t know why this is the only literature that sticks out to me. Most likely because of it’s dark nature, especially to a sixth grader. We read the poem: The Raven and the tales: The Cask of Amontillado and The Tell-Tale Heart. I remember almost being scared while we read his work… the murderer being haunted by the sound of his victim’s heart beating in The Tell-Tale Heart. And the man (I recall a clown/jester like figure) luring his victim into his wine cellars to bury his drunken victim alive in The Cask of Amontillado….very creepy. I would actually like to go back and read these again. I remember being drawn to these pieces of his.
Of course high school literature involved a lot of Shakespeare. Like most everyone else, I read Romeo and Juliet, Macbeth, Julius Caesar, and Beowulf. Nothing I was too thrilled about. I hated having to decipher everything! Further amongst the list of the mandatory high school readings were: The Great Gatsby by F. Scott Fitzgerald, Great Expectations by Charles Dickens, To Kill a Mockingbird by Harper Lee, Pygmalion by George Bernard Shaw, and Huckleberry Finn by Mark Twain. Of those I enjoyed To Kill a Mockingbird the most. Outside of school I really enjoyed reading Chicken Soup books. I think I had all four of the Teenage Soul volumes. I found them very therapeutic and comforting during those oh so difficult and traumatic high school years.
That is just about all I can recall for my children’s literature autobiography. Nothing too exciting but it’s accurate. I do plan on reading more in the future for recreational purposes after I am done reading textbooks. Currently, I do not read too much for my own leisure. However, I have found some of the literature I have read in the past to be enjoyable. I know that I like reading and I would like to read more and plan on doing so.
Though I don’t have many positive memories of reading, I am able to recall some enjoyable times. At home, I absolutely loved I Spy books. I think I had every single one of them, for every single holiday. I sat with my younger brothers looking through those books, even though we knew where everything was hidden since we would read them over and over. Another of my favorites was the Magic Eye books. I loved that I was the only one of my siblings who could see the hidden pictures. Even my parents had trouble seeing the images. I felt smarter than all of them! We also had Where’s Waldo. Those were okay, but not near as fun as I Spy. And, of course, we had The Polar Express. I can remember reading, or attempting, to read books in my closet. The entire bottom shelf in my closet was lined with Little Golden Books. It was like our little hideout, we would escape to.
Another place I read was in school. The furthest back I can recall was reading in the first and second grades. We would have books that we would take home every week in big plastic bags and we were to read them with our parents. I think our parents were supposed to comment on how the reading was going. I do not remember what any of the books were, but I can vaguely remember trying to read them. I also recall the book fairs. They were always set up in the library. We would go pick out what we wanted and mark it down on our lists. However, it was not very often that my books would actually be ordered. I can remember the days when the orders came in and feeling slightly left out because I would go home empty handed. In either fourth or fifth grade I remember reading a book I fell in love with. I am sure many other girls read this one as well: Island of the Blue Dolphins by Scott O’Dell. I think this was my very first novel. I felt so grown up reading it!
Junior High School offers almost no memories to my mind. Honestly, I do not recall much of anything from those three years, pertaining to school at least. The only reading I can recall doing is by Edgar Allan Poe. I don’t know why this is the only literature that sticks out to me. Most likely because of it’s dark nature, especially to a sixth grader. We read the poem: The Raven and the tales: The Cask of Amontillado and The Tell-Tale Heart. I remember almost being scared while we read his work… the murderer being haunted by the sound of his victim’s heart beating in The Tell-Tale Heart. And the man (I recall a clown/jester like figure) luring his victim into his wine cellars to bury his drunken victim alive in The Cask of Amontillado….very creepy. I would actually like to go back and read these again. I remember being drawn to these pieces of his.
Of course high school literature involved a lot of Shakespeare. Like most everyone else, I read Romeo and Juliet, Macbeth, Julius Caesar, and Beowulf. Nothing I was too thrilled about. I hated having to decipher everything! Further amongst the list of the mandatory high school readings were: The Great Gatsby by F. Scott Fitzgerald, Great Expectations by Charles Dickens, To Kill a Mockingbird by Harper Lee, Pygmalion by George Bernard Shaw, and Huckleberry Finn by Mark Twain. Of those I enjoyed To Kill a Mockingbird the most. Outside of school I really enjoyed reading Chicken Soup books. I think I had all four of the Teenage Soul volumes. I found them very therapeutic and comforting during those oh so difficult and traumatic high school years.
That is just about all I can recall for my children’s literature autobiography. Nothing too exciting but it’s accurate. I do plan on reading more in the future for recreational purposes after I am done reading textbooks. Currently, I do not read too much for my own leisure. However, I have found some of the literature I have read in the past to be enjoyable. I know that I like reading and I would like to read more and plan on doing so.
Thursday, February 7, 2008
My Many Colored Days
Seuss, Dr. My Many Colored Days. Illus. Steve Johnson and Lou Fancher. New York, NY: Random House, Inc., 1996.
I know that its a children's book however, I was able to completely relate to it. Especially the gray, brown, purple, bright blue, black, and mixed up days. I loved the illustrations. They just about make the whole book. They allow you to really grasp the feeling. I particularly like the illustrations on the happy pink day with the bright pink flamingos.
I know that its a children's book however, I was able to completely relate to it. Especially the gray, brown, purple, bright blue, black, and mixed up days. I loved the illustrations. They just about make the whole book. They allow you to really grasp the feeling. I particularly like the illustrations on the happy pink day with the bright pink flamingos.
Children's Literature Briefly: Modern Fantasy
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
I liked how modern fantasy is compared to metaphor. I never thought of it like this, but it is a great way to put it in perspective.
Also, the whole time I was reading I kept referring everything to Shrek! (the movie, it's a favorite.) Little did I know it is a children's book! Its listed at the end as a favorite picture book. I don't feel as guilty for thinking about a movie the whole time I was reading about books.
I liked how modern fantasy is compared to metaphor. I never thought of it like this, but it is a great way to put it in perspective.
Also, the whole time I was reading I kept referring everything to Shrek! (the movie, it's a favorite.) Little did I know it is a children's book! Its listed at the end as a favorite picture book. I don't feel as guilty for thinking about a movie the whole time I was reading about books.
Literature Festival
The literature festival was overall a valuable experience. I took with me important information that I will be able to utilize in my own classroom. I liked that there was a variety of sessions that we could choose to attend. Most of them were valuable learning experiences and offered great advice.
Janet Wong’s session was most enjoyable to me. She was by far, the most entertaining to listen to. It was a great way to start the festival. Not only was she entertaining, but she was also motivational and insightful. Because of her, I left the festival excited about reading and possibly writing poetry. I especially liked her poetry suitcase idea. I think that it is a great and easy way to implement poetry into the classroom that will also be fun and amusing for the children.
The session on classroom management was extremely insightful to me. This is one are that I am particularly nervous about for my own future classroom. Dr. Stocks was very knowledgeable and offered many great ideas for effectively managing a classroom. I feel better about teaching in the future and will most definitely be referring back to her ideas.
I also attended “Oral Histories in the Classroom.” This session was okay. They had a couple of good ideas that I might use in my classroom such as, using aerial image. I agree that this is a great way to get children excited about using maps. I feel like I may have benefited more from a different session.
Overall, the Literature Festival was a beneficial experience. It is neat that we had such well known authors take time from their lives to come to our university and share their ideas, experiences, and insights with us. I feel more confident about my future as a teacher. I feel like I have taken with me many great ideas and wonderful advice from very knowledgeable people.
Janet Wong’s session was most enjoyable to me. She was by far, the most entertaining to listen to. It was a great way to start the festival. Not only was she entertaining, but she was also motivational and insightful. Because of her, I left the festival excited about reading and possibly writing poetry. I especially liked her poetry suitcase idea. I think that it is a great and easy way to implement poetry into the classroom that will also be fun and amusing for the children.
The session on classroom management was extremely insightful to me. This is one are that I am particularly nervous about for my own future classroom. Dr. Stocks was very knowledgeable and offered many great ideas for effectively managing a classroom. I feel better about teaching in the future and will most definitely be referring back to her ideas.
I also attended “Oral Histories in the Classroom.” This session was okay. They had a couple of good ideas that I might use in my classroom such as, using aerial image. I agree that this is a great way to get children excited about using maps. I feel like I may have benefited more from a different session.
Overall, the Literature Festival was a beneficial experience. It is neat that we had such well known authors take time from their lives to come to our university and share their ideas, experiences, and insights with us. I feel more confident about my future as a teacher. I feel like I have taken with me many great ideas and wonderful advice from very knowledgeable people.
Craft Lesson 3
Craft Lesson 3
Introducing Maps
Resources
Wong, Janet. “Minn and Jake.” Frances Foster Books. New York: Farrar, Straus and Giroux, 2003.
Discussion
Reading maps and learning directions is an important ability that is necessary to have in life. Introducing maps and teaching the basic concepts of directions can be beneficial at an early age.
How to Teach It
The teacher can begin by reading chapter 8, The Long Hike Home from Minn and Jake (pg 40-44) to students. The teacher can explain to students the directions (north, south, east, and west). The map on page 42 can be put onto a transparency or drawn on the chalkboard and also handed out to students (with a compass on it). The map will help students put the concept of direction into perspective. We can practice direction by asking questions such as, “If Minn and Jake are at the Water Tank, and they walk north, where will they end up?” Teachers can in time make question more complex such as, “If Minn and Jake walked north to arrive at The Screep, where did they come from?”
Introducing Maps
Resources
Wong, Janet. “Minn and Jake.” Frances Foster Books. New York: Farrar, Straus and Giroux, 2003.
Discussion
Reading maps and learning directions is an important ability that is necessary to have in life. Introducing maps and teaching the basic concepts of directions can be beneficial at an early age.
How to Teach It
The teacher can begin by reading chapter 8, The Long Hike Home from Minn and Jake (pg 40-44) to students. The teacher can explain to students the directions (north, south, east, and west). The map on page 42 can be put onto a transparency or drawn on the chalkboard and also handed out to students (with a compass on it). The map will help students put the concept of direction into perspective. We can practice direction by asking questions such as, “If Minn and Jake are at the Water Tank, and they walk north, where will they end up?” Teachers can in time make question more complex such as, “If Minn and Jake walked north to arrive at The Screep, where did they come from?”
Monday, January 28, 2008
Minn and Jake
Wong, Janet. “Minn and Jake.” Frances Foster Books. New York: Farrar, Straus and Giroux, 2003.
Such a cute story! Not only do I like the story about the formation of their friendship, but I love how it was written. The truthfulness of the children's interactions and the accuracy of their thought processes. It is very expressive and descriptive, in ways that children would be. The story also takes the reader through the range of emotions that accompany the children throughout their experiences; from being disgusted about love, to being angry because of bullies, to feeling lonely and betrayed because of lost friends, to feeling fearful of stalking lizards, I could go on... It was an enjoyable read!
Such a cute story! Not only do I like the story about the formation of their friendship, but I love how it was written. The truthfulness of the children's interactions and the accuracy of their thought processes. It is very expressive and descriptive, in ways that children would be. The story also takes the reader through the range of emotions that accompany the children throughout their experiences; from being disgusted about love, to being angry because of bullies, to feeling lonely and betrayed because of lost friends, to feeling fearful of stalking lizards, I could go on... It was an enjoyable read!
Children's Literature, Briefly (Teaching with Children's Literature)
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
It is so true that textbooks are often unappealing to students and that they often encourage them to detest certain school subjects. I think that by reading and applying more "trade books" to school lessons, students may be more willing to and eager to learn. The craft lesson's are perfect examples of this. We can read a "trade book" and then through various means we can teach any subject, from social studies to language. Of course, textbooks are important tools to use for teaching subjects. However, I think it is also important to, as a teacher, step outside the box and be as creative as possible when teaching.
It is so true that textbooks are often unappealing to students and that they often encourage them to detest certain school subjects. I think that by reading and applying more "trade books" to school lessons, students may be more willing to and eager to learn. The craft lesson's are perfect examples of this. We can read a "trade book" and then through various means we can teach any subject, from social studies to language. Of course, textbooks are important tools to use for teaching subjects. However, I think it is also important to, as a teacher, step outside the box and be as creative as possible when teaching.
Thursday, January 24, 2008
Minn and Jake (Wong)
Wong, Janet. “Minn and Jake.” Frances Foster Books. New York: Farrar, Straus and Giroux, 2003.
I have not finished reading it yet, but so far am enjoying it very much. I was excited to get started as it has been forever since I have read a book for this age group. The book brought back memories of my own. Such as the big field we would play in during recess. And the days we would catch frogs and lizards around the neighborhood. I look forward to finishing it. I assume Minn and Jake will become good friends despite their differing interests and hobbies.
I have not finished reading it yet, but so far am enjoying it very much. I was excited to get started as it has been forever since I have read a book for this age group. The book brought back memories of my own. Such as the big field we would play in during recess. And the days we would catch frogs and lizards around the neighborhood. I look forward to finishing it. I assume Minn and Jake will become good friends despite their differing interests and hobbies.
Children's Literature, Briefly (Ch 7)
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
In Chapter 7, about picture books, I was impressed by the book Antics! An Alphabetical Anthology. The idea is extremely clever, in my opinion. I am looking forward to buying and reading the book. I am curious what all of the letters could possibly represent, all ending in ant! What an ingeniuos idea. Very creative!
And I never realized how important the criteria for writing an alphabet book is. It makes complete sense though. How using E for elephant (because it does not make the common E sound) or Q for quail (when they see a picture of a bird) could be very confusing for young children to comprehend, and could take away from the lesson from the book.
In Chapter 7, about picture books, I was impressed by the book Antics! An Alphabetical Anthology. The idea is extremely clever, in my opinion. I am looking forward to buying and reading the book. I am curious what all of the letters could possibly represent, all ending in ant! What an ingeniuos idea. Very creative!
And I never realized how important the criteria for writing an alphabet book is. It makes complete sense though. How using E for elephant (because it does not make the common E sound) or Q for quail (when they see a picture of a bird) could be very confusing for young children to comprehend, and could take away from the lesson from the book.
Wednesday, January 23, 2008
Craft Lesson 2
Craft Lesson 2
Discovering Our Senses
Resources
Wong, Janet. “Buzz.” Voyager Books. Orlando, Austin, New York, San Diego, Toronto, London: Harcourt, 2000.
Discussion
Students may have a basic understanding about our senses; that eyes allow us to see, ears allow us to hear, noses allow us to smell, etc. This lesson can help students understand this concept more deeply by exploring how our five senses enable us to discover the world.
How to Teach It
Reading Buzz can be an introduction to this subject. We can ask students “How did the child know there was a bee outside of his window?” This can lead into discussion about our senses, as he “heard” and/or “saw” the bee. Ask students to identify what parts of their body allow them to feel, taste, see, etc. Set up stations in your class for each sense with items that allow us to use that sense. For example: smell- perfume, cinnamon, flowers; hear- bell, drum, etc. Have students go around to each station and record (if possible) which of their five senses helped them to determine the item. Then as a group go over what they discovered about the objects and their senses.
Discovering Our Senses
Resources
Wong, Janet. “Buzz.” Voyager Books. Orlando, Austin, New York, San Diego, Toronto, London: Harcourt, 2000.
Discussion
Students may have a basic understanding about our senses; that eyes allow us to see, ears allow us to hear, noses allow us to smell, etc. This lesson can help students understand this concept more deeply by exploring how our five senses enable us to discover the world.
How to Teach It
Reading Buzz can be an introduction to this subject. We can ask students “How did the child know there was a bee outside of his window?” This can lead into discussion about our senses, as he “heard” and/or “saw” the bee. Ask students to identify what parts of their body allow them to feel, taste, see, etc. Set up stations in your class for each sense with items that allow us to use that sense. For example: smell- perfume, cinnamon, flowers; hear- bell, drum, etc. Have students go around to each station and record (if possible) which of their five senses helped them to determine the item. Then as a group go over what they discovered about the objects and their senses.
Craft Lesson 1
Craft Lesson 1
Promoting Cultural Diversity
Resources
Wong, Janet. “Apple Pie Fourth of July.” Voyager Books. Orlando, Austin, New York, San Diego, Toronto, London: Harcourt, 2002.
Discussion
It is important for children to begin to understand and become more aware cultural diversity. American society is made up of many different ethnicities and backgrounds that create such a rich and diverse culture. Students should learn that, while we do share commonalities, that we also have many different characteristics and traditions that make each one of us unique.
How to Teach It
The teacher can begin by sharing with the class his/her background and cultural roots. What ethnicity she is? What traditions her family practices? Why she is unique and something that makes her different than everybody else. And that she is proud of that. Have students identify what their roots are? And what ethnicities they are (from their parents)? Students can then share with the class what they have learned about their background and what makes them unique. Then as a class, discuss/reflect with students how we are all different in our own ways. Then we can decide what we would like to learn about these cultures and can study them (throughout the year, in various ways).
Promoting Cultural Diversity
Resources
Wong, Janet. “Apple Pie Fourth of July.” Voyager Books. Orlando, Austin, New York, San Diego, Toronto, London: Harcourt, 2002.
Discussion
It is important for children to begin to understand and become more aware cultural diversity. American society is made up of many different ethnicities and backgrounds that create such a rich and diverse culture. Students should learn that, while we do share commonalities, that we also have many different characteristics and traditions that make each one of us unique.
How to Teach It
The teacher can begin by sharing with the class his/her background and cultural roots. What ethnicity she is? What traditions her family practices? Why she is unique and something that makes her different than everybody else. And that she is proud of that. Have students identify what their roots are? And what ethnicities they are (from their parents)? Students can then share with the class what they have learned about their background and what makes them unique. Then as a class, discuss/reflect with students how we are all different in our own ways. Then we can decide what we would like to learn about these cultures and can study them (throughout the year, in various ways).
Thursday, January 17, 2008
Children's Literature Briefly (Chapter's 1-5)
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Chapter 1
"The person who can read, and doesn't, is no better off than the one who can't read." This seems somewhat insulting. I, myself, have read a few novels on my own time and have enjoyed them. However, I am not an avid reader. I do not do a lot of reading outside of school books. I think that this may be partly because a lot the reading that we have had to do throughout our school days was uniteresting and "unengaging", and because we were forced to apply these readings in useless assignments. Therefore, many of us place a negative connotation with reading. I do think that as I get older and have to do less "school" reading, I will read more for my own personal enjoyment. I do not believe that because I do not read a lot that I am the same as someone who is illiterate.
Chapter 2
I was reading about the literacy quality and was a little curious about this statement..."good books must have characters that are unique and beliveable. People...must be as real as people who live across the street." Aren't plenty of "good" children's books made up of unrealistic characters and settings??
Chapter 3
I enjoyed the "precise vocabulary" section. It is so true how using the "right words" make all of the difference and how even the "right, ordinary" words can make a more profound impact. When you read the comparisons of "right" to the "not so precise" words/wording you can really see what a difference it makes, how much more powerful and imaginable it makes the story/sentence.
Chapter 4
I agree that illustration is an important factor of children's books, but isn't the opposite just as important? Isn't beneficial for children to use their imaginations and come up with their own visuals in their mind as well. Doesn't this foster creativity and promote intelligence? Not to say that children's books should not have illustrations, of course they should. But isn't the contrary just as advantageous. Or maybe that only applies to older children? I don't know?
Chapter 5
I did not realize that many of today's popular children's stories were written centuries ago. Its interesting that as vastly as society changes and societys views and acceptance of children's books change, that some of these older stories stay and are still part of our interests today.
Chapter 1
"The person who can read, and doesn't, is no better off than the one who can't read." This seems somewhat insulting. I, myself, have read a few novels on my own time and have enjoyed them. However, I am not an avid reader. I do not do a lot of reading outside of school books. I think that this may be partly because a lot the reading that we have had to do throughout our school days was uniteresting and "unengaging", and because we were forced to apply these readings in useless assignments. Therefore, many of us place a negative connotation with reading. I do think that as I get older and have to do less "school" reading, I will read more for my own personal enjoyment. I do not believe that because I do not read a lot that I am the same as someone who is illiterate.
Chapter 2
I was reading about the literacy quality and was a little curious about this statement..."good books must have characters that are unique and beliveable. People...must be as real as people who live across the street." Aren't plenty of "good" children's books made up of unrealistic characters and settings??
Chapter 3
I enjoyed the "precise vocabulary" section. It is so true how using the "right words" make all of the difference and how even the "right, ordinary" words can make a more profound impact. When you read the comparisons of "right" to the "not so precise" words/wording you can really see what a difference it makes, how much more powerful and imaginable it makes the story/sentence.
Chapter 4
I agree that illustration is an important factor of children's books, but isn't the opposite just as important? Isn't beneficial for children to use their imaginations and come up with their own visuals in their mind as well. Doesn't this foster creativity and promote intelligence? Not to say that children's books should not have illustrations, of course they should. But isn't the contrary just as advantageous. Or maybe that only applies to older children? I don't know?
Chapter 5
I did not realize that many of today's popular children's stories were written centuries ago. Its interesting that as vastly as society changes and societys views and acceptance of children's books change, that some of these older stories stay and are still part of our interests today.
Wednesday, January 16, 2008
Apple Pie 4th of July
Wong, Janet S. Apple Pie 4th of July. Illus. Margaret Chodos-Irvine. Orlando FL: Voyager Books/Harcourt, Inc., 2002.
The little girl feels like her parents do not understand American culture. However the culture is very diverse. Americans partake in many different things (ie foods) that come from other cultures. Just as the Chinese family enjoys American things, such as the apple pie they enjoy after a hard days work.
The little girl feels like her parents do not understand American culture. However the culture is very diverse. Americans partake in many different things (ie foods) that come from other cultures. Just as the Chinese family enjoys American things, such as the apple pie they enjoy after a hard days work.
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