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!
Monday, January 28, 2008
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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