Lee, Harper. (2006). To Kill a Mockingbird [sound recording]. New York: HarperCollins Publishers.
Summary:
“Scout Finch, daughter of the town lawyer Atticus, has just started school; but her carefree days come to an end when a black man in town is accused of raping a white woman, and her father is the only man willing to defend him” (SAPL, 2011).
Review:
From Publishers Weekly“Starred Review.
Lee's beloved American classics makes its belated debut on audio (after briefly being available in the 1990s for the blind and libraries through Books on Tape) with the kind of classy packaging that may spoil listeners for all other audio books. The two CD slipcases housing the 11 discs not only feature art mirroring Mary Schuck's cover design but also offers helpful track listings for each disk. Many viewers of the 1962 movie adaptation believe that Lee was the film's narrator, but it was actually an unbilled Kim Stanley who read a mere six passages and left an indelible impression. Competing with Stanley's memory, Spacek forges her own path to a victorious reading. Spacek reads with a slight Southern lilt and quiet authority. Told entirely from the perspective of young Scout Finch, there's no need for Spacek to create individual voices for various characters but she still invests them all with emotion. Lee's Pulitzer Prize–winning 1960 novel, which quietly stands as one of the most powerful statements of the Civil Rights movement, has been superbly brought to audio” (Amazon, 2011).
Impression:
I chose this book after reading the biography of its author, Harper Lee. Of course, I had heard of it and knew it was made into a motion picture with Gregory Peck and Robert Duvall. I knew it was critically acclaimed and figured it was time to read what all the fuss was about. I did not realize that it was a banned book but could see why due to the use of the “N” word. I actually listened to the audio book and have to admit that I winced every time the “N” word was said. Overall, I thoroughly enjoyed the book and felt that the language used was appropriate for the time period it took place.
Library setting:
I would engage students in a discussion in why they think the book was banned and if they would agree with that label. I would also challenge them to read other “banned” books and give their own insight into why the books were banned.
Amazon. (2011). [Review of the book To Kill a Mockingbird by Harper Lee] Amazon. Retrieved from http://www.amazon.com/Kill-Mockingbird-Harper-Lee/dp/0060888695
San Antonio Public Library (2011). [Summary of the book To Kill a Mockingbird by Harper Lee]. Retrieved from
http://sapl.sat.lib.tx.us/record=b1576933~S1
Sunday, December 11, 2011
Thursday, December 8, 2011
Module 14 Tropical Secrets Holocaust Refugees in Cuba
Engle, M. (2009). Tropical Secrets Holocaust Refugees in Cuba. New York: Henry Holt and Company.
Summary:
Daniel is a young Jewish boy from Nazi Germany who finds himself a refugee in Cuba where the ship America bound ship is turned away. He is waiting to reunite with his parents who have been sent to a concentration campy by the Nazis. We learn of his experiences and the people he encounters while in Cuba.
Booklist (January 1, 2009 (Vol. 105, No. 9))
“Grades 7-11. As in The Poet Slave of Cuba (2006) and The Surrender Tree (2008), both selected as Booklist Editors’ Choice titles, Engle’s latest book tells another story set in Cuba of those left out of the history books. In fluid, clear, free verse, two young people speak in alternating personal narratives. Daniel, 13, is a German Jewish refugee whose ship is finally allowed entry in Cuba after being turned away from both the U.S. and Canada. He longs to be reunited with his parents, who sent him away after Kristallnacht. Paloma, 12, discovers that her father is getting rich selling visas to refugees and then selling refugees to the Cuban authorities. She and Daniel help hide a Jewish woman and her Christian husband, who is suspected of being a Nazi spy. When adult narrators fill in background, the voices become diffused. But the international secrets make for a gripping story about refugees that becomes sharply focused through the viewpoint of the boy wrenched from home, haunted by the images of shattered glass and broken family” (Titlewave, 2011).
Impression
According to the author, Cuba accepted 65,000 refugees from 1938 to 1939, the same number that was taken in by the much large United States during the same period (Engle, 2009). The author using narrative prose makes her readers realize that in spite of differences of religion, race, ethnicity; we are all people with feelings, hopes, and dreams. We can’t always control the situation that we are in but we can control our actions and make the most of what we have got. Daniel realizes that he may never see his parents again but that he has a new family in Cuba and tries to help other refugees because he know how they feel living alone in a foreign land.
Library setting
Give a brief history of WWII, Hitler and the Nazis and the Holocaust using prezi presentation. Then have students write a journal or diary entry on how they would feel if they were separated from their family and weren’t sure if they were ever going to see them again. Some other options might be writing a poem or a song rather than a journal/diary entry.
Engle, M. (2009). Tropical Secrets Holocaust Refugees in Cuba. New York: Henry Holt and Company.
Titlewave. (2011). [A Review of the book Tropical Secrets Holocaust Refugees in Cuba]. Retrieved from
http://www.titlewave.com/search?SID=ca7f358a76c565c4b488ea60b832f1aa
Summary:
Daniel is a young Jewish boy from Nazi Germany who finds himself a refugee in Cuba where the ship America bound ship is turned away. He is waiting to reunite with his parents who have been sent to a concentration campy by the Nazis. We learn of his experiences and the people he encounters while in Cuba.
Booklist (January 1, 2009 (Vol. 105, No. 9))
“Grades 7-11. As in The Poet Slave of Cuba (2006) and The Surrender Tree (2008), both selected as Booklist Editors’ Choice titles, Engle’s latest book tells another story set in Cuba of those left out of the history books. In fluid, clear, free verse, two young people speak in alternating personal narratives. Daniel, 13, is a German Jewish refugee whose ship is finally allowed entry in Cuba after being turned away from both the U.S. and Canada. He longs to be reunited with his parents, who sent him away after Kristallnacht. Paloma, 12, discovers that her father is getting rich selling visas to refugees and then selling refugees to the Cuban authorities. She and Daniel help hide a Jewish woman and her Christian husband, who is suspected of being a Nazi spy. When adult narrators fill in background, the voices become diffused. But the international secrets make for a gripping story about refugees that becomes sharply focused through the viewpoint of the boy wrenched from home, haunted by the images of shattered glass and broken family” (Titlewave, 2011).
Impression
According to the author, Cuba accepted 65,000 refugees from 1938 to 1939, the same number that was taken in by the much large United States during the same period (Engle, 2009). The author using narrative prose makes her readers realize that in spite of differences of religion, race, ethnicity; we are all people with feelings, hopes, and dreams. We can’t always control the situation that we are in but we can control our actions and make the most of what we have got. Daniel realizes that he may never see his parents again but that he has a new family in Cuba and tries to help other refugees because he know how they feel living alone in a foreign land.
Library setting
Give a brief history of WWII, Hitler and the Nazis and the Holocaust using prezi presentation. Then have students write a journal or diary entry on how they would feel if they were separated from their family and weren’t sure if they were ever going to see them again. Some other options might be writing a poem or a song rather than a journal/diary entry.
Engle, M. (2009). Tropical Secrets Holocaust Refugees in Cuba. New York: Henry Holt and Company.
Titlewave. (2011). [A Review of the book Tropical Secrets Holocaust Refugees in Cuba]. Retrieved from
http://www.titlewave.com/search?SID=ca7f358a76c565c4b488ea60b832f1aa
Wednesday, November 23, 2011
Module 13 The Sons of Liberty Death and Taxes
Citation:
Lagos, A. & Lagos, J. (2011). The Sons of Liberty Death and Taxes. New York: Random House.
Summary:
“With its vile villains, electrifying action, and riveting suspense, The Sons of Liberty casts new light on the faces and events of pre-Revolution America, including Ben Franklin and the French and Indian War. American history has rarely been this compelling-and it's never looked this good” (Lagos, 2010).
In the Sons of Liberty, we meet two escaped slaves with superpowers and how they use those powers to help those in need and in the fight for independence.
Review:
Booklist (September 15, 2011 (Vol. 108, No. 2))“Grades 8-12. Graham and Brody, escaped slaves gifted with superpowers, remain at the center of this continuing pre–Revolutionary War saga of political intrigue and reimagined history. As Benjamin Franklin seeks to stop the stamp tax from falling on the colonies and enemies attack his good name, Graham attempts to arrange an escape back to Africa along with his love, the slave girl Isabel. With the English aristocracy colonizing new territories of foulness, this lacks any complex shades of gray. However, the embellishments, literate dialogue, and several historical truths—effectively counterpointed with glossy contemporary art—keep things fun and suspenseful” (Titlewave, 2011).
Impression:
I was quite impressed with the artwork and action in this book. The Lagos Brothers have presented their own take on an important historical event in American History. I have read other graphic novels based on historical events and have always enjoyed the drawings and dialogue. These types of books are entertaining yet informative. I can see the appeal of them on adolescents and young adults.
Library setting:
I would have students create a timeline of events leading up to the American Revolution, including such events as the Sugar and Stamp Act, Boston Massacre, Boston Tea Party, and Lexington and Concord.
Titlewave. (2011). [A Review of The Sons of Liberty Death and Taxes by Alexander and Joseph Lagos]. Retrieved from http://www.titlewave.com/search?SID=246338d1510787a9d8771e16eb473c1c
Lagos, A. & Lagos, J. (2010). The Sons of Liberty. Retrieved from
http://www.thesonsoflibertybook.com/Story
Lagos, A. & Lagos, J. (2011). The Sons of Liberty Death and Taxes. New York: Random House.
Summary:
“With its vile villains, electrifying action, and riveting suspense, The Sons of Liberty casts new light on the faces and events of pre-Revolution America, including Ben Franklin and the French and Indian War. American history has rarely been this compelling-and it's never looked this good” (Lagos, 2010).
In the Sons of Liberty, we meet two escaped slaves with superpowers and how they use those powers to help those in need and in the fight for independence.
Review:
Booklist (September 15, 2011 (Vol. 108, No. 2))“Grades 8-12. Graham and Brody, escaped slaves gifted with superpowers, remain at the center of this continuing pre–Revolutionary War saga of political intrigue and reimagined history. As Benjamin Franklin seeks to stop the stamp tax from falling on the colonies and enemies attack his good name, Graham attempts to arrange an escape back to Africa along with his love, the slave girl Isabel. With the English aristocracy colonizing new territories of foulness, this lacks any complex shades of gray. However, the embellishments, literate dialogue, and several historical truths—effectively counterpointed with glossy contemporary art—keep things fun and suspenseful” (Titlewave, 2011).
Impression:
I was quite impressed with the artwork and action in this book. The Lagos Brothers have presented their own take on an important historical event in American History. I have read other graphic novels based on historical events and have always enjoyed the drawings and dialogue. These types of books are entertaining yet informative. I can see the appeal of them on adolescents and young adults.
Library setting:
I would have students create a timeline of events leading up to the American Revolution, including such events as the Sugar and Stamp Act, Boston Massacre, Boston Tea Party, and Lexington and Concord.
Titlewave. (2011). [A Review of The Sons of Liberty Death and Taxes by Alexander and Joseph Lagos]. Retrieved from http://www.titlewave.com/search?SID=246338d1510787a9d8771e16eb473c1c
Lagos, A. & Lagos, J. (2010). The Sons of Liberty. Retrieved from
http://www.thesonsoflibertybook.com/Story
Wednesday, November 16, 2011
Module 12 Confucius The Golden Rule
Freedman, R. (2002). Confucius The Golden Rule. New York: Arthur A. Levine Books.
Summary:
The author recounts the life of the well known philosopher Confucius known for his teachings and the impact that they have on society today.
Review:
Horn Book starred (Spring, 2003“With an economy of words, Freedman's text skillfully imparts the few known facts about the philosopher's life. The main emphasis is on his teachings, quoted from The Analects of Confucius and related in wise, often witty, vignettes. Illustrated with Asian-themed art, the volume concludes with an account of Freedman's experiences doing research in China and a note on sources. Bib” (Title wave, 2011).
Impression:
My favorite part of the book was how Confucius stressed the importance of education. As an educator myself, try and stress this to my students and daughter. “Confucius insisted that education be open to all, rich or poor, nobleman or commoner, so that every young man of ability, no matter how humble, might have a chance to serve as a leader” (Freedman, 2002, p. 15). He insisted that when people are educated, distinction between classes disappears. Education is the great equalizer. It doesn’t matter what race or gender we are, we all have the ability to learn and better ourselves.
Library setting:
Allow students to partner up and provide them with a list of sayings from Confucius and have them interpret them and put them in their own words. Have students present their interpretations and sayings to the group.
Note: At the back of the book are a list of sayings from The Analects of Confucius.
Title wave. (2011). [Review of Confucius The Golden Rule by Russell Freedman]. Retrieved fromhttp://www.titlewave.com/search?SID=c4c0b98b061fb45c98c96e987e8f39f6
Freedman, R. (2002). Confucius The Golden Rule. New York: Arthur A. Levine Books.
Summary:
The author recounts the life of the well known philosopher Confucius known for his teachings and the impact that they have on society today.
Review:
Horn Book starred (Spring, 2003“With an economy of words, Freedman's text skillfully imparts the few known facts about the philosopher's life. The main emphasis is on his teachings, quoted from The Analects of Confucius and related in wise, often witty, vignettes. Illustrated with Asian-themed art, the volume concludes with an account of Freedman's experiences doing research in China and a note on sources. Bib” (Title wave, 2011).
Impression:
My favorite part of the book was how Confucius stressed the importance of education. As an educator myself, try and stress this to my students and daughter. “Confucius insisted that education be open to all, rich or poor, nobleman or commoner, so that every young man of ability, no matter how humble, might have a chance to serve as a leader” (Freedman, 2002, p. 15). He insisted that when people are educated, distinction between classes disappears. Education is the great equalizer. It doesn’t matter what race or gender we are, we all have the ability to learn and better ourselves.
Library setting:
Allow students to partner up and provide them with a list of sayings from Confucius and have them interpret them and put them in their own words. Have students present their interpretations and sayings to the group.
Note: At the back of the book are a list of sayings from The Analects of Confucius.
Title wave. (2011). [Review of Confucius The Golden Rule by Russell Freedman]. Retrieved fromhttp://www.titlewave.com/search?SID=c4c0b98b061fb45c98c96e987e8f39f6
Freedman, R. (2002). Confucius The Golden Rule. New York: Arthur A. Levine Books.
Saturday, November 5, 2011
Module 11 George Washington's Teeth
George Washington’s Teeth
Citation:
Chandra, D. & Comora, M. (2003). George Washington’s Teeth. New York: Farra Straus Giroux.
Summary:
The author chronicles historical events of George Washington’s life through the loss of his teeth. “Starting at age twenty-four, he lost on average a tooth a year, and by the time he was elected President, he had only two left! In this reverentially funny tales based on Washington’s letters, diaries and other historical records, readers will find out what really happened as they follow the trail of lost teeth to complete tooflessness” (Chandra and Comora, 2003).
Review:
Booklist starred (January 1, 2003 (Vol. 99, No. 9))
“K-Gr. 3. Second only to kids'curiosity about George Washington and the cherry tree may be their interest in his teeth.Did the prez wear wooden dentures? Chandra and Comora set the record straight with wit, verve, and a generous amount of sympathy for poor Washington and his dental woes. Unfurling smoothly against a backdrop of Washington's career as soldier and president, the tale goes forward in sprightly, read-aloud rhyme that never falters: "Poor George has two teeth in his mouth / The day the votes came in. / The people had a President /But one afraid to grin."And illustrator Cole is at his absolute best here, totally at ease with human gesture and expression. Each spread is a tableaulike scene (or scenes) filled with costumed characters busily engaged in humorously visualizing the actual history. The color palette and energy of the art harks back to Cole's Buttons (1999), but there's much more detail and movement in these pictures, which work well as amusing preparation for the more sedately illustrated, annotated time line of George's dental decay that precedes a full roundup of historical sources the authors used in telling the tale. This is history for youngsters that will stick; it's wild and fun and factual, without a trace of mockery” (Titlewave, 2011).
Impression:
I read George Washington's Teeth too and loved it. I had actually bought it for my daughter, but had not actually read it. I plan on reading it to my class since we study the American Revolution. It has a lot of interesting and entertaining information in it. I did not realize that Washington only had two teeth when he became President. He had a lot of dental problems. I now notice that in a lot of his portraits his face does appear to be swollen; it's because of infected teeth or gaps left after most of his teeth fell out. The painters would have him put cotton in his mouth because his face was so sunken in because of his missing teeth. I was lucky enough to travel to Washington, D.C. a couple of summers ago and was able to visit Mount Vernon. There is a musuem on Washington's estate and on display are the fake teeth that Washington would wear and often times they were made of bone not wood like most people believe. This book was a perfect example of what I think an informational book should be like.
Library setting:
I would have students create a timeline similar to the one at the end of the book except the events would be simplified and would include pictures that the students drew and colored.
Titlewave. (2011). [Review of George Washington’s Teeth by Deborah Chandra & Madeleine Comora]. Retrieved from http://www.titlewave.com/search?SID=7083990ad58d141b96f708da08da0f61
Module 10 The Dreamer
Ryan, P. M. (2010). The Dreamer. New York: Scholastic, Inc.
Summary:
Neftali is a young boy who lives in Chile and dreams of becoming a writer one day. However, his domineering father has other plans for Neftali; he wants him to become a doctor or a businessman. Nefhtali is forced to change so that his father is none the wiser to his writings. We find out that Neftali is the famous poet, Pablo Neruda.
Review:
Booklist starred (February 1, 2010 (Vol. 106, No. 11))
“Grades 4-8. Respinning the childhood of the widely beloved poet Pablo Neruda, Ryan and SÃs collaborate to create a stirring, fictionalized portrait of a timid boy’s flowering artistry. Young Neftalà Reyes (Neruda’s real name) spends most of his time either dreamily pondering the world or cowering from his domineering father, who will brook no such idleness from his son. In early scenes, when the boy wanders rapt in a forest or spends a formative summer by the seashore, Ryan loads the narrative with vivid sensory details. And although it isn’t quite poetry, it eloquently evokes the sensation of experiencing the world as someone who savors the rhythms of words and gets lost in the intricate surprises of nature. The neat squares of SÃs’ meticulously stippled illustrations, richly symbolic in their own right, complement and deepen the lyrical quality of the book. As Neftalà grows into a teen, he becomes increasingly aware of the plight of the indigenous Mapuche in his Chilean homeland, and Ryan does a remarkable job of integrating these themes of social injustice, neither overwhelming nor becoming secondary to NeftalÃ’s story. This book has all the feel of a classic, elegant and measured, but deeply rewarding and eminently readable. Ryan includes a small collection of Neruda’s poetry and a thoughtful endnote that delves into how she found the seeds for the story and sketches Neruda’s subsequent life and legacy” (Titlewave, 2011).
Impression:
I knew that I was going to like The Dreamer even before I listened to it. After reading another book by the author Pam Munoz Ryan (Esperanza Rising); I had wanted to read more books written by her. Some of the following are some quotes from her book that give you an idea of how she combined prose with poetry.
In her fictionalized biography of Neruda, Pam Muñoz Ryan asks, "Does a metamorphosis begin from the outside in? Or from the inside out?"
"Which is sharper? The hatchet that cuts down the dream? Or the scythe that clears a path for another?"
"Where is the heaven of lost stories? Who spins the elaborate web that entraps the timid spirit? What wisdom does the eagle whisper to those who are learning to fly?"
Library setting:
I would have students write a poem of their own about their own lives and to be as creative as possible with lots of details and visual elements. Their poems can be about a time they were sad or happy. I would ask some students to share what they have written.
Titlewave. (2011). [Review of The Dreamer by Pam Munoz Ryan]. Retrieved from http://www.titlewave.com/search?SID=e5b34f705ee8e8b85e768472b4927faa
Summary:
Neftali is a young boy who lives in Chile and dreams of becoming a writer one day. However, his domineering father has other plans for Neftali; he wants him to become a doctor or a businessman. Nefhtali is forced to change so that his father is none the wiser to his writings. We find out that Neftali is the famous poet, Pablo Neruda.
Review:
Booklist starred (February 1, 2010 (Vol. 106, No. 11))
“Grades 4-8. Respinning the childhood of the widely beloved poet Pablo Neruda, Ryan and SÃs collaborate to create a stirring, fictionalized portrait of a timid boy’s flowering artistry. Young Neftalà Reyes (Neruda’s real name) spends most of his time either dreamily pondering the world or cowering from his domineering father, who will brook no such idleness from his son. In early scenes, when the boy wanders rapt in a forest or spends a formative summer by the seashore, Ryan loads the narrative with vivid sensory details. And although it isn’t quite poetry, it eloquently evokes the sensation of experiencing the world as someone who savors the rhythms of words and gets lost in the intricate surprises of nature. The neat squares of SÃs’ meticulously stippled illustrations, richly symbolic in their own right, complement and deepen the lyrical quality of the book. As Neftalà grows into a teen, he becomes increasingly aware of the plight of the indigenous Mapuche in his Chilean homeland, and Ryan does a remarkable job of integrating these themes of social injustice, neither overwhelming nor becoming secondary to NeftalÃ’s story. This book has all the feel of a classic, elegant and measured, but deeply rewarding and eminently readable. Ryan includes a small collection of Neruda’s poetry and a thoughtful endnote that delves into how she found the seeds for the story and sketches Neruda’s subsequent life and legacy” (Titlewave, 2011).
Impression:
I knew that I was going to like The Dreamer even before I listened to it. After reading another book by the author Pam Munoz Ryan (Esperanza Rising); I had wanted to read more books written by her. Some of the following are some quotes from her book that give you an idea of how she combined prose with poetry.
In her fictionalized biography of Neruda, Pam Muñoz Ryan asks, "Does a metamorphosis begin from the outside in? Or from the inside out?"
"Which is sharper? The hatchet that cuts down the dream? Or the scythe that clears a path for another?"
"Where is the heaven of lost stories? Who spins the elaborate web that entraps the timid spirit? What wisdom does the eagle whisper to those who are learning to fly?"
Library setting:
I would have students write a poem of their own about their own lives and to be as creative as possible with lots of details and visual elements. Their poems can be about a time they were sad or happy. I would ask some students to share what they have written.
Titlewave. (2011). [Review of The Dreamer by Pam Munoz Ryan]. Retrieved from http://www.titlewave.com/search?SID=e5b34f705ee8e8b85e768472b4927faa
Saturday, October 29, 2011
Module 9 Chasing Vermeer
Citation:
Balliett, B. (2004). Chasing Vermeer. New York: Scholastic, Inc.
Summary: Calder and Petra are two young kids who get caught up in the crime of the century when a very famous painting is stolen and they take it upon themselves to find the painting and whoever stole it.
Review:
Booklist starred (April 1, 2004 (Vol. 100, No. 15)“Gr. 5-8. The Westing Game, The Mixed-Up Files of Mrs. Basil E. Frankweiler--how exciting to find a book that conjures up these innovative, well-loved titles. That's exactly what Balliett does in her debut novel, which mixes mystery, puzzles, possibilities, and art. The story is set in Chicago's Hyde Park neighborhood at the University of Chicago's Lab School, where Balliett was a teacher. There, outsiders Petra and Calder become friends as they try to find out what happened to a missing Vermeer painting. That's really all the plot one needs to know. More important are Balliett's purpose in writing and the way she has structured her story. The former seems to be to get to children to think--about relationships, connections, coincidences, and the subtle language of artwork. To accomplish this, she peppers her story with seemingly random events that eventually come together in a startling, delightful pattern. The novel isn't perfect. It glides over a few nitty-gritty details (how did the thief nab the picture), and occasionally the coincidences seem more silly than serendipitous. However, these are quibbles for a book that offers children something new upon each reading. Adults who understand the links between children's reading and their developing minds and imaginations will see this as special, too. Helquist, who has illustrated the Lemony Snickett books, outdoes himself here, providing an interactive mystery in his pictures” (Titlewave, 2011).
Impression: I think this book would be good for younger readers who like puzzles and solving riddles. I thoroughly enjoyed the book except that the mastermind behind the theft is never revealed nor do we find out how the thief managed to steal the famous Vermeer painting. I have to admit that I had never heard of Vermeer but the book gives you a lot of background on the painter. I am not much of an art aficionado but after reading the book; I researched some of his paintings and recognized a couple of them.
Is this crazy or what? As I sit here and type my blog, the television is on and a commercial comes on with two couples talking and one couple comments to the other on how they love their Vermeer paintings. The other couple don't know what they are talking about. The wife proceeds to explain how Vermeer was a famous Dutch painter and painted over 30 paintings. The other couple comment that they just love the color yellow. What a coincidence. After the commercial, I went back and looked at the Vermeer paintings that I had found on Google images and noticed he did use a lot of yellow in his paintings.
Library Setting: Have students find the hidden message amongst the chapter illustrations. “A certain living creature (a frog) plays a part in deciphering the code, and pieces of the message appear in the artwork at regular intervals that create a pattern within the book. Here is a hint: This pattern is even but odd. It has many pieces as a set of pentominoes” (Bailett, 2004) To check answers, students can go to www.scholastic.com/chasingvermeer.
Side note: According to Bailett, a set of pentominoes is a mathematical tool consisting of twelve pieces. Each piece is made up of five squares that share at least one side. Pentominoes are used by mathematicians around the world to explore ideas about geometry and numbers.
Titlewave. (2011). [Review of the book Chasing Vermeer by Blue Bailett] Retrieved from http://www.titlewave.com/search?SID=6a81f9377bfc07226586f3fbe9319cf6
Balliett, B. (2004). Chasing Vermeer. New York: Scholastic, Inc.
Summary: Calder and Petra are two young kids who get caught up in the crime of the century when a very famous painting is stolen and they take it upon themselves to find the painting and whoever stole it.
Review:
Booklist starred (April 1, 2004 (Vol. 100, No. 15)“Gr. 5-8. The Westing Game, The Mixed-Up Files of Mrs. Basil E. Frankweiler--how exciting to find a book that conjures up these innovative, well-loved titles. That's exactly what Balliett does in her debut novel, which mixes mystery, puzzles, possibilities, and art. The story is set in Chicago's Hyde Park neighborhood at the University of Chicago's Lab School, where Balliett was a teacher. There, outsiders Petra and Calder become friends as they try to find out what happened to a missing Vermeer painting. That's really all the plot one needs to know. More important are Balliett's purpose in writing and the way she has structured her story. The former seems to be to get to children to think--about relationships, connections, coincidences, and the subtle language of artwork. To accomplish this, she peppers her story with seemingly random events that eventually come together in a startling, delightful pattern. The novel isn't perfect. It glides over a few nitty-gritty details (how did the thief nab the picture), and occasionally the coincidences seem more silly than serendipitous. However, these are quibbles for a book that offers children something new upon each reading. Adults who understand the links between children's reading and their developing minds and imaginations will see this as special, too. Helquist, who has illustrated the Lemony Snickett books, outdoes himself here, providing an interactive mystery in his pictures” (Titlewave, 2011).
Impression: I think this book would be good for younger readers who like puzzles and solving riddles. I thoroughly enjoyed the book except that the mastermind behind the theft is never revealed nor do we find out how the thief managed to steal the famous Vermeer painting. I have to admit that I had never heard of Vermeer but the book gives you a lot of background on the painter. I am not much of an art aficionado but after reading the book; I researched some of his paintings and recognized a couple of them.
Is this crazy or what? As I sit here and type my blog, the television is on and a commercial comes on with two couples talking and one couple comments to the other on how they love their Vermeer paintings. The other couple don't know what they are talking about. The wife proceeds to explain how Vermeer was a famous Dutch painter and painted over 30 paintings. The other couple comment that they just love the color yellow. What a coincidence. After the commercial, I went back and looked at the Vermeer paintings that I had found on Google images and noticed he did use a lot of yellow in his paintings.
Library Setting: Have students find the hidden message amongst the chapter illustrations. “A certain living creature (a frog) plays a part in deciphering the code, and pieces of the message appear in the artwork at regular intervals that create a pattern within the book. Here is a hint: This pattern is even but odd. It has many pieces as a set of pentominoes” (Bailett, 2004) To check answers, students can go to www.scholastic.com/chasingvermeer.
Side note: According to Bailett, a set of pentominoes is a mathematical tool consisting of twelve pieces. Each piece is made up of five squares that share at least one side. Pentominoes are used by mathematicians around the world to explore ideas about geometry and numbers.
Titlewave. (2011). [Review of the book Chasing Vermeer by Blue Bailett] Retrieved from http://www.titlewave.com/search?SID=6a81f9377bfc07226586f3fbe9319cf6
Wednesday, October 19, 2011
Module 8 The Lightning Thief
Citation:
Riordan, R. (2005). The Lightning Thief. New York: Miramax Books.
Summary: Percy Jackson, a typical twelve year old sixth grader finds out he is the son of the Greek god Poseidon and must go on a quest to save the world.
Review:
“Starred Review. Grade 5-9–An adventure-quest with a hip edge. At first glance, Perseus Jackson seems like a loser (readers meet him at a boarding school for troubled youth), but he's really the son of Poseidon and a mortal woman. As he discovers his heritage, he also loses that mother and falls into mortal danger. The gods (still very active in the 21st-century world) are about to go to war over a lost thunderbolt, so Percy and sidekicks Grover (a young satyr) and Annabeth (daughter of Athena) set out to retrieve it. Many close calls and monster-attacks later, they enter Hades's realm (via L.A.). A virtuoso description of the Underworld is matched by a later account of Olympus (hovering 600 floors above Manhattan). There's lots of zippy review of Greek myth and legend, and characters like Medusa, Procrustes, Chiron, and the Eumenides get updates. Some of the Labors of Heracles or Odysseus's adventures are recycled, but nothing seems stale, and the breakneck pace keeps the action from being too predictable. Percy is an ADHD, wise-cracking, first-person narrator. Naturally, his real quest is for his own identity. Along the way, such topics as family, trust, war, the environment, dreams, and perceptions are raised. There is subtle social critique for sophisticated readers who can see it. Although the novel ends with a satisfying conclusion (and at least one surprise), it is clear that the story isn't over. The 12-year-old has matured and is ready for another quest, and the villain is at large. Readers will be eager to follow the young protagonist's next move” (Lothrop, n.d.).
Impression: I was really impressed with this book. It was very entertaining yet informative. I was never really into Greek mythology but this book renewed my interest. I have always been a fan of movies like Clash of the Titans and Jason and the Argonauts, but never really enjoyed reading Greek mythology. Rick Riordan has found a way to entertain as well as educate. I couldn’t wait to finish it so I could read the next book in the series.
Library setting: Have students pick one of the Greek mythology characters from the book, research them and write a short biography with pictures and/or drawings. Students will then present their reports to the class.
Lothrop, P. D. (n.d.). [Review of the book The Lightning Thief by Rick Riordan]. Amazon. Retrieved from http://www.amazon.com/Lightning-Thief-Percy-Jackson-Olympians/dp/0786838655/ref=sr_1_1?s=books&ie=UTF8&qid=1319063678&sr=1-1
Riordan, R. (2005). The Lightning Thief. New York: Miramax Books.
Summary: Percy Jackson, a typical twelve year old sixth grader finds out he is the son of the Greek god Poseidon and must go on a quest to save the world.
Review:
“Starred Review. Grade 5-9–An adventure-quest with a hip edge. At first glance, Perseus Jackson seems like a loser (readers meet him at a boarding school for troubled youth), but he's really the son of Poseidon and a mortal woman. As he discovers his heritage, he also loses that mother and falls into mortal danger. The gods (still very active in the 21st-century world) are about to go to war over a lost thunderbolt, so Percy and sidekicks Grover (a young satyr) and Annabeth (daughter of Athena) set out to retrieve it. Many close calls and monster-attacks later, they enter Hades's realm (via L.A.). A virtuoso description of the Underworld is matched by a later account of Olympus (hovering 600 floors above Manhattan). There's lots of zippy review of Greek myth and legend, and characters like Medusa, Procrustes, Chiron, and the Eumenides get updates. Some of the Labors of Heracles or Odysseus's adventures are recycled, but nothing seems stale, and the breakneck pace keeps the action from being too predictable. Percy is an ADHD, wise-cracking, first-person narrator. Naturally, his real quest is for his own identity. Along the way, such topics as family, trust, war, the environment, dreams, and perceptions are raised. There is subtle social critique for sophisticated readers who can see it. Although the novel ends with a satisfying conclusion (and at least one surprise), it is clear that the story isn't over. The 12-year-old has matured and is ready for another quest, and the villain is at large. Readers will be eager to follow the young protagonist's next move” (Lothrop, n.d.).
Impression: I was really impressed with this book. It was very entertaining yet informative. I was never really into Greek mythology but this book renewed my interest. I have always been a fan of movies like Clash of the Titans and Jason and the Argonauts, but never really enjoyed reading Greek mythology. Rick Riordan has found a way to entertain as well as educate. I couldn’t wait to finish it so I could read the next book in the series.
Library setting: Have students pick one of the Greek mythology characters from the book, research them and write a short biography with pictures and/or drawings. Students will then present their reports to the class.
Lothrop, P. D. (n.d.). [Review of the book The Lightning Thief by Rick Riordan]. Amazon. Retrieved from http://www.amazon.com/Lightning-Thief-Percy-Jackson-Olympians/dp/0786838655/ref=sr_1_1?s=books&ie=UTF8&qid=1319063678&sr=1-1
Monday, October 10, 2011
Module 7 Slob and Because of Winn-Dixie
Citation:Potter, E. (2009). SLOB. New York: The Penguin Group.
Summary:Basically, the main character, Owen who is considered the fattest kid in school and is tormented on a daily basis by most of the other kids and even the coach seems to have it out for him. What makes matter worse is that the one thing that brings joy to him is his snack of three Oreo cookies that his mother allows him to have even though she wants him to stay on a low-fat diet; someone is stealing them from his lunch and he makes it his mission to find out who it is. There is another mystery that he tries to solve, one that is more important and personal to him, one that he has been trying to solve for the past two years.
Review:
Booklist (June 1, 2009 (Vol. 105, No. 19))
“Grades 4-7. Twelve-year-old Owen and his sister attend a progressive New York City school where there are no desks, “Just workstations. Which are basically desks.” Despite the school motto, “Compassion, Not Competition,” overweight Owen is victimized by his sadistic gym teacher as well as by many fellow students. In his spare time, he attempts to construct a video playback time machine in order to discover who murdered his parents two years earlier. Slowly, Owen realizes whom he can trust and what matters to him now. Self-aware and ironic, Owen makes a sympathetic narrator. Readers will also enjoy the portrayals of his younger sister Caitlin, who insists that her name is Jeremy now that she’s joined GWAB (Girls Who Are Boys), and transfer student/outcast Mason Rigg, who, rumor has it, carries a switchblade tucked into his sock. Loose ends that appear in the narrative early on are tied up a little too neatly by the end, but the vividly drawn characters offer plenty to enjoy along the way” (Booklist 2009).
Impression:
In the book, Owen talks about how he wasn’t always fat; he began to gain weight after the murder of his parents. He was always hungry and felt empty inside and he tried to fill that void with food which led to his weight gain. Everyone deals with tragedy differently. In the end he comes to terms with his parents murder and that the murderer will probably never be found. He begins to lose weight and feels better about himself and he realizes that life goes on and to stop living in the past.
Lesson: Give students a lesson on bullying and signs of bullying and ways to prevent it. Show videos from websites about bullying and have students write about a time they may have been bullied or know someone who has. Librarian could also have students write about the death of a loved one and how they coped or are coping with it. Students will learn importance of writing things down and how much better they will feel once the get things off their chest.
Booklist. (2009). [Review of the book Slob by Ellen Porter]. Retrieved from http://www.titlewave.com/search?SID=d41baf9cdd2ce197aeb65463a994f74b
Mod 7 Because of Winn-Dixie
Citation:DiCamillo, K. (2000). Because of Winn-Dixie. Maine: Thorndike Press.
Summary:
This is a story of a little girl running a simple errand who runs into a stray dog that will change her life forever. India Opal is new to town and does not have many friends so when she finds a stray at the local grocery store she takes it upon herself to take it home and become its owner. She needs a friend and he needs an owner; it’s a match made in heaven.
Review:
Editorial Reviews
Amazon.com Review“Because of Winn-Dixie, a big, ugly, happy dog, 10-year-old Opal learns 10 things about her long gone mother from her preacher father. Because of Winn-Dixie, Opal makes new friends among the somewhat unusual residents of her new hometown, Naomi, Florida. Because of Winn-Dixie, Opal begins to find her place in the world and let go of some of the sadness left by her mother's abandonment seven years earlier.
With her newly adopted, goofy pooch at her side, Opal explores her bittersweet world and learns to listen to other people's lives. This warm and winning book hosts an unforgettable cast of characters, including a librarian who fought off a bear with a copy of War and Peace, an ex-con pet-store clerk who plays sweet music to his animal charges, and the neighborhood "witch," a nearly blind woman who sees with her heart. Part Frankie (
The Member of the Wedding), part Scout (To Kill a Mockingbird), Opal brings her own unique and wonderful voice to a story of friendship, loneliness, and acceptance. Opal's down-home charm and dead-on honesty will earn her friends and fans far beyond the confines of Naomi, Florida” (Ages 9 and older) --Emilie Coulter…(as cited on Amazon).
From Publishers Weekly
“DiCamillo's debut novel, a 2001 Newbery Honor Book, percolates with heartfelt emotion and eccentric Southern color as superbly performed by Tony Award-winning actress Jones. Ten-year-old Opal, lonely in the Florida town where she has just moved with her preacher father, instantly takes a shine to a scraggly stray dog she encounters in the local Winn-Dixie supermarket. The pooch, named for their meeting place, becomes a trusted companion with whom Opal can share her thoughts and fears, and her hurt, confused feelings about the mother who left the family when Opal was three. Winn-Dixie is soon helping Opal in other ways, too. The dog's "smile" and sweet temperament act as ice breakers that allow Opal to meet a whole new group of friends who grow to be an unusual extended family. Jones imbues her depiction of Opal with a tone of youthful, hopeful wonder and skillfully transforms her voice to distinguish the other older, life-weathered characters. A Tennessee native, she never sounds hokey as she adopts a Southern accent, and she effortlessly slips into a compelling storytelling rhythm. This is a top-notch treatment of an award-winning tale. Ages 8-up”…(as cited in Amazon).
Lesson:
Students read the book Because of Winn Dixie and then create a personal decalogue, which is a list of 10 personal beliefs. In this decalogue lesson plan, students then write a decalogue of a fictional character and write a story based on it.
Lesson Planet. (2011). Lesson Planet A Search Engine for Teachers. Retrieved from http://www.lessonplanet.com/search?keywords=Winn+Dixie&media=lesson&utm_campaign=Literature+%28Both%29&utm_content=Because+of+Winn+Dixie&utm_medium=cpc&utm_source=adcenter&utm_term=activities+for+because+of+winn+dixie
Amazon. (2001). [A review of the book Because of Winn-Dixie by Kate DiCamillo]. Retrieved from
http://www.amazon.com/Because-of-Winn-Dixie-ebook/dp/B002NC7330
Summary:Basically, the main character, Owen who is considered the fattest kid in school and is tormented on a daily basis by most of the other kids and even the coach seems to have it out for him. What makes matter worse is that the one thing that brings joy to him is his snack of three Oreo cookies that his mother allows him to have even though she wants him to stay on a low-fat diet; someone is stealing them from his lunch and he makes it his mission to find out who it is. There is another mystery that he tries to solve, one that is more important and personal to him, one that he has been trying to solve for the past two years.
Review:
Booklist (June 1, 2009 (Vol. 105, No. 19))
“Grades 4-7. Twelve-year-old Owen and his sister attend a progressive New York City school where there are no desks, “Just workstations. Which are basically desks.” Despite the school motto, “Compassion, Not Competition,” overweight Owen is victimized by his sadistic gym teacher as well as by many fellow students. In his spare time, he attempts to construct a video playback time machine in order to discover who murdered his parents two years earlier. Slowly, Owen realizes whom he can trust and what matters to him now. Self-aware and ironic, Owen makes a sympathetic narrator. Readers will also enjoy the portrayals of his younger sister Caitlin, who insists that her name is Jeremy now that she’s joined GWAB (Girls Who Are Boys), and transfer student/outcast Mason Rigg, who, rumor has it, carries a switchblade tucked into his sock. Loose ends that appear in the narrative early on are tied up a little too neatly by the end, but the vividly drawn characters offer plenty to enjoy along the way” (Booklist 2009).
Impression:
In the book, Owen talks about how he wasn’t always fat; he began to gain weight after the murder of his parents. He was always hungry and felt empty inside and he tried to fill that void with food which led to his weight gain. Everyone deals with tragedy differently. In the end he comes to terms with his parents murder and that the murderer will probably never be found. He begins to lose weight and feels better about himself and he realizes that life goes on and to stop living in the past.
Lesson: Give students a lesson on bullying and signs of bullying and ways to prevent it. Show videos from websites about bullying and have students write about a time they may have been bullied or know someone who has. Librarian could also have students write about the death of a loved one and how they coped or are coping with it. Students will learn importance of writing things down and how much better they will feel once the get things off their chest.
Booklist. (2009). [Review of the book Slob by Ellen Porter]. Retrieved from http://www.titlewave.com/search?SID=d41baf9cdd2ce197aeb65463a994f74b
Mod 7 Because of Winn-Dixie
Citation:DiCamillo, K. (2000). Because of Winn-Dixie. Maine: Thorndike Press.
Summary:
This is a story of a little girl running a simple errand who runs into a stray dog that will change her life forever. India Opal is new to town and does not have many friends so when she finds a stray at the local grocery store she takes it upon herself to take it home and become its owner. She needs a friend and he needs an owner; it’s a match made in heaven.
Review:
Editorial Reviews
Amazon.com Review“Because of Winn-Dixie, a big, ugly, happy dog, 10-year-old Opal learns 10 things about her long gone mother from her preacher father. Because of Winn-Dixie, Opal makes new friends among the somewhat unusual residents of her new hometown, Naomi, Florida. Because of Winn-Dixie, Opal begins to find her place in the world and let go of some of the sadness left by her mother's abandonment seven years earlier.
With her newly adopted, goofy pooch at her side, Opal explores her bittersweet world and learns to listen to other people's lives. This warm and winning book hosts an unforgettable cast of characters, including a librarian who fought off a bear with a copy of War and Peace, an ex-con pet-store clerk who plays sweet music to his animal charges, and the neighborhood "witch," a nearly blind woman who sees with her heart. Part Frankie (
The Member of the Wedding), part Scout (To Kill a Mockingbird), Opal brings her own unique and wonderful voice to a story of friendship, loneliness, and acceptance. Opal's down-home charm and dead-on honesty will earn her friends and fans far beyond the confines of Naomi, Florida” (Ages 9 and older) --Emilie Coulter…(as cited on Amazon).
From Publishers Weekly
“DiCamillo's debut novel, a 2001 Newbery Honor Book, percolates with heartfelt emotion and eccentric Southern color as superbly performed by Tony Award-winning actress Jones. Ten-year-old Opal, lonely in the Florida town where she has just moved with her preacher father, instantly takes a shine to a scraggly stray dog she encounters in the local Winn-Dixie supermarket. The pooch, named for their meeting place, becomes a trusted companion with whom Opal can share her thoughts and fears, and her hurt, confused feelings about the mother who left the family when Opal was three. Winn-Dixie is soon helping Opal in other ways, too. The dog's "smile" and sweet temperament act as ice breakers that allow Opal to meet a whole new group of friends who grow to be an unusual extended family. Jones imbues her depiction of Opal with a tone of youthful, hopeful wonder and skillfully transforms her voice to distinguish the other older, life-weathered characters. A Tennessee native, she never sounds hokey as she adopts a Southern accent, and she effortlessly slips into a compelling storytelling rhythm. This is a top-notch treatment of an award-winning tale. Ages 8-up”…(as cited in Amazon).
Lesson:
Students read the book Because of Winn Dixie and then create a personal decalogue, which is a list of 10 personal beliefs. In this decalogue lesson plan, students then write a decalogue of a fictional character and write a story based on it.
Lesson Planet. (2011). Lesson Planet A Search Engine for Teachers. Retrieved from http://www.lessonplanet.com/search?keywords=Winn+Dixie&media=lesson&utm_campaign=Literature+%28Both%29&utm_content=Because+of+Winn+Dixie&utm_medium=cpc&utm_source=adcenter&utm_term=activities+for+because+of+winn+dixie
Amazon. (2001). [A review of the book Because of Winn-Dixie by Kate DiCamillo]. Retrieved from
http://www.amazon.com/Because-of-Winn-Dixie-ebook/dp/B002NC7330
Saturday, October 8, 2011
Module 6 The True Story of the Three Little Pigs
Citation Scieszka, J. (1989). The True Story of the Three Little Pigs. New York: Viking Kestrel.
Summary: Basically, Scieszka gives the Big Bad Wolf’s side of the story in the classic story of the three little pigs and how things are not what they always appear. There are always two sides to every story.
Review:
Full-Text Reviews
Publishers Weekly (March 4, 1996)
"Designed with uncommon flair," said PW, this "gaily newfangled version of the classic tale" takes sides with the villain. "Imaginative watercolors eschew realism, further updating the tale." A Spanish-language reprint will be issued simultaneously ($4.99, -055758-X). Ages 3-8. (Mar.)
Editorial Reviews
Amazon.com Review
Did the story of the three little pigs ever seem slightly biased to you? All that huffing and puffing--could one wolf really be so unequivocally evil? Finally, we get to hear the rest of the story, "as told to author Jon Scieszka," straight from the wolf's mouth. As Alexander T. Wolf explains it, the whole Big Bad Wolf thing was just a big misunderstanding. Al Wolf was minding his own business, making his granny a cake, when he realized he was out of a key ingredient. He innocently went from house to house to house (one made of straw, one of sticks, and one of bricks) asking to borrow a cup of sugar. Could he help it if he had a bad cold, causing him to sneeze gigantic, gale-force sneezes? Could he help it if pigs these days use shabby construction materials? And after the pigs had been ever-so-accidentally killed, well, who can blame him for having a snack.
Impression:
I think it’s about time someone gave the wolf’s side of the story. Why is the wolf always the bad guy; even in Little Red Riding Hood, he’s the bad guy. Maybe it was a simple case of mistaken identity or being at the wrong place at the wrong time. Is it so hard to believe that perhaps the wolf had allergies or a cold and just needed to borrow some sugar and he accidentally blew their houses down. Maybe the pigs did something to him, maybe he was the victim and not the other way around.
Lesson:
Brainstorm with students what more they would like to know about A. Wolf. What questions would they like to ask him about what happened to the pigs. Have the students write a letter to A. Wolf.
-Ask students what other fairy tales they know and how they would change if they were told from another point of view. How would Cinderella's stepsisters tell her famous story? How would Snow White's stepmother explain what happened to her? Have children write their own versions of famous fairy tales with a twist.
-What point of view do your students feel is correct - the pigs or the wolf's point of view?
-Compare the two stories:
brainstorm some things that happened in the Three Little Pigs story that did not happen in the True Story
Publishers Weekly. (1996). [Review of the book The True Story of the Three Little Pigs by Jon Scieszka]. Publishers Weekly. Retrieved from http://www.titlewave.com/search?SID=9ed17dd818bc483657a0ab69182e34b3
Amazon. (n.d.) [Review of the book The True Story of the Three Little Pigs by Jon Scieszka]. Amazon. Retrieved from
http://www.amazon.com/dp/0140544518/ref=rdr_ext_tmb
Teaching Heart (n.d.). Lesson Ideas to Match the Book: The True Story of the Three Pigs. Teaching Heart. Retrieved from
http://www.teachingheart.net/truepigs.html
Summary: Basically, Scieszka gives the Big Bad Wolf’s side of the story in the classic story of the three little pigs and how things are not what they always appear. There are always two sides to every story.
Review:
Full-Text Reviews
Publishers Weekly (March 4, 1996)
"Designed with uncommon flair," said PW, this "gaily newfangled version of the classic tale" takes sides with the villain. "Imaginative watercolors eschew realism, further updating the tale." A Spanish-language reprint will be issued simultaneously ($4.99, -055758-X). Ages 3-8. (Mar.)
Editorial Reviews
Amazon.com Review
Did the story of the three little pigs ever seem slightly biased to you? All that huffing and puffing--could one wolf really be so unequivocally evil? Finally, we get to hear the rest of the story, "as told to author Jon Scieszka," straight from the wolf's mouth. As Alexander T. Wolf explains it, the whole Big Bad Wolf thing was just a big misunderstanding. Al Wolf was minding his own business, making his granny a cake, when he realized he was out of a key ingredient. He innocently went from house to house to house (one made of straw, one of sticks, and one of bricks) asking to borrow a cup of sugar. Could he help it if he had a bad cold, causing him to sneeze gigantic, gale-force sneezes? Could he help it if pigs these days use shabby construction materials? And after the pigs had been ever-so-accidentally killed, well, who can blame him for having a snack.
Impression:
I think it’s about time someone gave the wolf’s side of the story. Why is the wolf always the bad guy; even in Little Red Riding Hood, he’s the bad guy. Maybe it was a simple case of mistaken identity or being at the wrong place at the wrong time. Is it so hard to believe that perhaps the wolf had allergies or a cold and just needed to borrow some sugar and he accidentally blew their houses down. Maybe the pigs did something to him, maybe he was the victim and not the other way around.
Lesson:
Brainstorm with students what more they would like to know about A. Wolf. What questions would they like to ask him about what happened to the pigs. Have the students write a letter to A. Wolf.
-Ask students what other fairy tales they know and how they would change if they were told from another point of view. How would Cinderella's stepsisters tell her famous story? How would Snow White's stepmother explain what happened to her? Have children write their own versions of famous fairy tales with a twist.
-What point of view do your students feel is correct - the pigs or the wolf's point of view?
-Compare the two stories:
brainstorm some things that happened in the Three Little Pigs story that did not happen in the True Story
Publishers Weekly. (1996). [Review of the book The True Story of the Three Little Pigs by Jon Scieszka]. Publishers Weekly. Retrieved from http://www.titlewave.com/search?SID=9ed17dd818bc483657a0ab69182e34b3
Amazon. (n.d.) [Review of the book The True Story of the Three Little Pigs by Jon Scieszka]. Amazon. Retrieved from
http://www.amazon.com/dp/0140544518/ref=rdr_ext_tmb
Teaching Heart (n.d.). Lesson Ideas to Match the Book: The True Story of the Three Pigs. Teaching Heart. Retrieved from
http://www.teachingheart.net/truepigs.html
Sunday, September 25, 2011
Module 5 Esparanza Rising and Talkin'About Bessie, The Story of Aviator Bessie Coleman
Summary:
Esparanza is a young girl who lives in Aquacalientes, Mexico and has her life turned upside down, literally overnight. After several unfortunate events, Esparanza must start a new life in California; she soon realizes that her old life is over forever and she must move on, and make the most of her new life, because there is no point in living in the past.
Citation:
Ryan, P. M. (2000). Esperanza Rising. New York: Scholastic, Inc.
Review:
Booklist (December 1, 2000 (Vol. 97, No. 7))“Gr. 5-8. Moving from a Mexican ranch to the company labor camps of California, Ryan's lyrical novel manages the contradictory: a story of migration and movement deeply rooted in the earth. When 14-year-old Esperanza's father is killed, she and her mother must emigrate to the U.S., where a family of former ranch workers has helped them find jobs in the agricultural labor camps. Coming from such privilege, Esperanza is ill prepared for the hard work and difficult conditions she now faces. She quickly learns household chores, though, and when her mother falls ill, she works packing produce until she makes enough money to bring her beloved abuelita to the U.S.. Set during the Great Depression, the story weaves cultural, economic, and political unrest into Esperanza's poignant tale of growing up: she witnesses strikes, government sweeps, and deep injustice while finding strength and love in her family and romance with a childhood friend. The symbolism is heavy-handed, as when Esperanza ominously pricks her finger on a rose thorne just before her father is killed. But Ryan writes movingly in clear, poetic language that children will sink into, and the books offers excellent opportunities for discussion and curriculum support” (Titlewave 2011).
Impression:
This book was very engaging and hard to put down. I read it in a day and a half. I was very impressed with the way the book was written. I like the way the author divided the chapters by what was being grown on the farms. Esperanza associates the crops with her misfortunes. As a Mexican-American woman I can relate to the language in the story and some of the traditions and rituals mentioned.
I plan on reading other books by the same author.
Library SettingFor Hispanic Heritage Month, have students research Cesar Chavez, who was a huge supporter and advocate of the rights of migrant farmers and laborers and write a mini-biography with pictures or drawings that relate to him and the book.
Booklist. (2000). [Review of the book Esparanza Rising by Pam Ryan Munoz]. Booklist 97(7). Retrieved from http://www.titlewave.com/search?SID=9f59ac95e7618c3aeb31485674e8242a
Citation:
Grimes, N. (2002). Talkin’ About Bessie, The Story of Aviator Bessie Coleman. New York: Orchard Books of Scholastic, Inc.
Summary
The life of Bessie Coleman, the first female African-American aviator is told through a oral history by characters who knew her best. We learn of the obstacles she encountered and how she overcame them to fulfull her dream of becoming a pilot.
Review
Library Media Connection (January 2003)“Nikki Grimes has chosen a unique format to present the life of Bessie Coleman, a pioneer in the field of aviation. Twenty individuals reminisce about Bessie, presented through a series of one-page, first person monologues. These fictional remembrances come from a variety of characters, including family members, teachers, classmates, and finally, Bessie herself. Each testimonial covers a different aspect of Bessie's character or career. As a group they paint a vivid picture of this woman and her accomplishments. The visual layout consists of two-page spreads, with one page featuring a small portrait of the observer and accompanying text, and the facing page featuring a full-page watercolor illustration. Many of these illustrations have a muted, shadowy feel to them, appropriate to the memoir-like tone of the book. The pictures are warm and inviting, and complement the text as they present a panorama of scenes from Bessie's life. The passages don't pull any punches when it comes to relaying the obstacles that Bessie had to overcome in order to achieve her dream. These mature themes and the monologue-style suggest the book's appeal to an older audience. It can be used in language arts classes as an example of a creative way to present information. Additional applications include Black History Month, Women's History Month, and character education units. Highly Recommended. Kathleen McBroom, Media Specialist, Dearborn (Michigan) Public Schools” (Titlewave 2011).
Impression:
I actually had heard of Bessis Coleman before; she is mentioned in our Texas History book, so I wanted to learn a little bit more about her. I often read biographies written for juveniles because they are shorter and easier to read. They give me the basic information that I need to share with my students in class. This one was written as a oral history by characters that would have known Bessie Coleman. The characters range from her parents, to her siblings, to people at flight school and others. They give us a real insight to the type of person she was and the determination it took to accomplish what she did.
Library settingFor Black History Month, have students create a collage of pictures that they found on the Internet or perhaps drew themselves of influential African-Americans like Bessie Coleman, Martin Luther King, Jr., Maya Angelou, Langston Hughes, Oprah Winfrey, etc.
Library Media Connection. (2003). [Review of the book Talkin’ About Bessie, The Story of Aviator Bessie Coleman by Nikki Grimes]. Library Media Connection. Retrieved from
http://www.titlewave.com/search?SID=9f59ac95e7618c3aeb31485674e8242a
Esparanza is a young girl who lives in Aquacalientes, Mexico and has her life turned upside down, literally overnight. After several unfortunate events, Esparanza must start a new life in California; she soon realizes that her old life is over forever and she must move on, and make the most of her new life, because there is no point in living in the past.
Citation:
Ryan, P. M. (2000). Esperanza Rising. New York: Scholastic, Inc.
Review:
Booklist (December 1, 2000 (Vol. 97, No. 7))“Gr. 5-8. Moving from a Mexican ranch to the company labor camps of California, Ryan's lyrical novel manages the contradictory: a story of migration and movement deeply rooted in the earth. When 14-year-old Esperanza's father is killed, she and her mother must emigrate to the U.S., where a family of former ranch workers has helped them find jobs in the agricultural labor camps. Coming from such privilege, Esperanza is ill prepared for the hard work and difficult conditions she now faces. She quickly learns household chores, though, and when her mother falls ill, she works packing produce until she makes enough money to bring her beloved abuelita to the U.S.. Set during the Great Depression, the story weaves cultural, economic, and political unrest into Esperanza's poignant tale of growing up: she witnesses strikes, government sweeps, and deep injustice while finding strength and love in her family and romance with a childhood friend. The symbolism is heavy-handed, as when Esperanza ominously pricks her finger on a rose thorne just before her father is killed. But Ryan writes movingly in clear, poetic language that children will sink into, and the books offers excellent opportunities for discussion and curriculum support” (Titlewave 2011).
Impression:
This book was very engaging and hard to put down. I read it in a day and a half. I was very impressed with the way the book was written. I like the way the author divided the chapters by what was being grown on the farms. Esperanza associates the crops with her misfortunes. As a Mexican-American woman I can relate to the language in the story and some of the traditions and rituals mentioned.
I plan on reading other books by the same author.
Library SettingFor Hispanic Heritage Month, have students research Cesar Chavez, who was a huge supporter and advocate of the rights of migrant farmers and laborers and write a mini-biography with pictures or drawings that relate to him and the book.
Booklist. (2000). [Review of the book Esparanza Rising by Pam Ryan Munoz]. Booklist 97(7). Retrieved from http://www.titlewave.com/search?SID=9f59ac95e7618c3aeb31485674e8242a
Citation:
Grimes, N. (2002). Talkin’ About Bessie, The Story of Aviator Bessie Coleman. New York: Orchard Books of Scholastic, Inc.
Summary
The life of Bessie Coleman, the first female African-American aviator is told through a oral history by characters who knew her best. We learn of the obstacles she encountered and how she overcame them to fulfull her dream of becoming a pilot.
Review
Library Media Connection (January 2003)“Nikki Grimes has chosen a unique format to present the life of Bessie Coleman, a pioneer in the field of aviation. Twenty individuals reminisce about Bessie, presented through a series of one-page, first person monologues. These fictional remembrances come from a variety of characters, including family members, teachers, classmates, and finally, Bessie herself. Each testimonial covers a different aspect of Bessie's character or career. As a group they paint a vivid picture of this woman and her accomplishments. The visual layout consists of two-page spreads, with one page featuring a small portrait of the observer and accompanying text, and the facing page featuring a full-page watercolor illustration. Many of these illustrations have a muted, shadowy feel to them, appropriate to the memoir-like tone of the book. The pictures are warm and inviting, and complement the text as they present a panorama of scenes from Bessie's life. The passages don't pull any punches when it comes to relaying the obstacles that Bessie had to overcome in order to achieve her dream. These mature themes and the monologue-style suggest the book's appeal to an older audience. It can be used in language arts classes as an example of a creative way to present information. Additional applications include Black History Month, Women's History Month, and character education units. Highly Recommended. Kathleen McBroom, Media Specialist, Dearborn (Michigan) Public Schools” (Titlewave 2011).
Impression:
I actually had heard of Bessis Coleman before; she is mentioned in our Texas History book, so I wanted to learn a little bit more about her. I often read biographies written for juveniles because they are shorter and easier to read. They give me the basic information that I need to share with my students in class. This one was written as a oral history by characters that would have known Bessie Coleman. The characters range from her parents, to her siblings, to people at flight school and others. They give us a real insight to the type of person she was and the determination it took to accomplish what she did.
Library settingFor Black History Month, have students create a collage of pictures that they found on the Internet or perhaps drew themselves of influential African-Americans like Bessie Coleman, Martin Luther King, Jr., Maya Angelou, Langston Hughes, Oprah Winfrey, etc.
Library Media Connection. (2003). [Review of the book Talkin’ About Bessie, The Story of Aviator Bessie Coleman by Nikki Grimes]. Library Media Connection. Retrieved from
http://www.titlewave.com/search?SID=9f59ac95e7618c3aeb31485674e8242a
Sunday, September 18, 2011
Module 4: Sounder and Shiloh
Citation:
Armstrong, W. H. (1969). Sounder. New York: Harper & Row, Publishers.
Naylor, P.R. (2000). Shiloh. New York: Simon & Schuster.
Shiloh and Sounder are both stories about a boy and his dog and the love they have for each other.
Summary of Sounder: In Sounder, a young boy must watch as his father is arrested for stealing a pig to feed his family. The family dog, Sounder is almost killed trying to stop his master from being arrested. Sounder who is severely wounded disappears for what seems like forever until one day he returns to the boy who never gave up hope. Unfortunately, Sounder is never quite the same, just like when the father returns home maimed from an explosion that almost killed him. The father will eventually succumb to his wounds and Sounder dies shortly after.
Summary of Shiloh: In Shiloh, Marty befriends a dog who has wandered off from his owner and found his way to the local schoolhouse. It is love at first sight. Marty wants to keep the dog but knows his parents won’t allow it. Once the dad realizes who the owner is; he and Marty promptly return the dog to him. Marty realizes that the owner, Judd mistreats his dogs and makes it his mission to save this dog he has grown attached to. Marty does everything in his power to save the dog he has named Shiloh.
Review of Shiloh:
Horn Book starred (March, 1992)
“A young boy saves a mistreated dog by facing down a bullying adult and standing on principles he knows are right - in the face of laws that may be wrong. Narrated in a believable rural southern voice, the reminiscence engages the reader's sympathy. Credible plot and characters, a well-drawn setting, and nicely paced narration” (Horn Book, 1992).
Editorial Reviews
Amazon.com Review“Sounder is no beauty. But as a coon dog, this loyal mongrel with his cavernous bark is unmatched. When the African American sharecropper who has raised Sounder from a pup is hauled off to jail for stealing a hog, his family must suffer their humiliation and crushing loss with no recourse. To make matters worse, in the fracas, Sounder is shot and disappears. The eventual return of a tattered and emaciated Sounder doesn't change the fact that the sharecropper's oldest son is forced to take on man's work to help support the family. His transition to adulthood is paved by the rocks and taunts hurled at him by convicts and guards as he searches for his father. But along this rough road he ultimately finds salvation as well” (Amazon, n.d.).
William H. Armstrong's Newbery Award-winning novel quickly became a classic as a moving portrayal of resilience and hope in the face of profound human tragedy. Decades later, the bittersweet story still rings true, as strong-spirited individuals continue to battle the evil of prejudice. (Ages 9 to 12) --Emilie Coulter
Review"The power of the writing lies in its combination of subtlety and strength." -- -- H.
"The writing is simple, timeless and extraordinarily moving. An outstanding book." -- -- Commonweal
Impression of SounderThis book almost made me cry several times. I can only imagine how that little boy felt losing his father and his dog in the same day. Both return to him but they are never quite the same. I admire the little’s boy courage and how he never gave up on his dad or his dog.
Impression of ShilohThis is my favorite book thus far in our readings. I couldn’t put it down. It took my a day to read it and I read it every chance I got. I wanted to believe that Marty and Shiloh would become a family. I kept thinking something bad was going to happen to him and was so relieved when it concluded with a happy ending. Many a time, I brought home a stray kitty or puppy and my mother always allowed me to keep them, as long as I took care of them. I can empathize with Marty and how he felt he had to save Shiloh, who hasn’t felt that way before? I think this is a book adults and children alike will enjoy.
Library Setting I would collaborate with the language arts teacher to have students keep a reading journal about both books. Since Shiloh and Sounder are both stories about a boy and his dog and the love they have for each other; I would have students use a Venn diagram to compare and contrast both books. There are several similarities between the two books. I would then have students write about their own experiences that they might have had with their own pets or animals in general.
Horn Book. (1992). [ Review for the book Shiloh by Phyllis Reynolds Naylor]. Horn Book. Referenced from http://www.titlewave.com/search?SID=5096d38439b4cc3077cc944defc81541
Amazon Books. (n.d.). [Review for the book Sounder by William H. Armstrong]. Amazon Books. Referenced from
http://www.amazon.com/Sounder-William-H-Armstrong/dp/product-description/0060201436/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books
Armstrong, W. H. (1969). Sounder. New York: Harper & Row, Publishers.
Naylor, P.R. (2000). Shiloh. New York: Simon & Schuster.
Shiloh and Sounder are both stories about a boy and his dog and the love they have for each other.
Summary of Sounder: In Sounder, a young boy must watch as his father is arrested for stealing a pig to feed his family. The family dog, Sounder is almost killed trying to stop his master from being arrested. Sounder who is severely wounded disappears for what seems like forever until one day he returns to the boy who never gave up hope. Unfortunately, Sounder is never quite the same, just like when the father returns home maimed from an explosion that almost killed him. The father will eventually succumb to his wounds and Sounder dies shortly after.
Summary of Shiloh: In Shiloh, Marty befriends a dog who has wandered off from his owner and found his way to the local schoolhouse. It is love at first sight. Marty wants to keep the dog but knows his parents won’t allow it. Once the dad realizes who the owner is; he and Marty promptly return the dog to him. Marty realizes that the owner, Judd mistreats his dogs and makes it his mission to save this dog he has grown attached to. Marty does everything in his power to save the dog he has named Shiloh.
Review of Shiloh:
Horn Book starred (March, 1992)
“A young boy saves a mistreated dog by facing down a bullying adult and standing on principles he knows are right - in the face of laws that may be wrong. Narrated in a believable rural southern voice, the reminiscence engages the reader's sympathy. Credible plot and characters, a well-drawn setting, and nicely paced narration” (Horn Book, 1992).
Editorial Reviews
Amazon.com Review“Sounder is no beauty. But as a coon dog, this loyal mongrel with his cavernous bark is unmatched. When the African American sharecropper who has raised Sounder from a pup is hauled off to jail for stealing a hog, his family must suffer their humiliation and crushing loss with no recourse. To make matters worse, in the fracas, Sounder is shot and disappears. The eventual return of a tattered and emaciated Sounder doesn't change the fact that the sharecropper's oldest son is forced to take on man's work to help support the family. His transition to adulthood is paved by the rocks and taunts hurled at him by convicts and guards as he searches for his father. But along this rough road he ultimately finds salvation as well” (Amazon, n.d.).
William H. Armstrong's Newbery Award-winning novel quickly became a classic as a moving portrayal of resilience and hope in the face of profound human tragedy. Decades later, the bittersweet story still rings true, as strong-spirited individuals continue to battle the evil of prejudice. (Ages 9 to 12) --Emilie Coulter
Review"The power of the writing lies in its combination of subtlety and strength." -- -- H.
"The writing is simple, timeless and extraordinarily moving. An outstanding book." -- -- Commonweal
Impression of SounderThis book almost made me cry several times. I can only imagine how that little boy felt losing his father and his dog in the same day. Both return to him but they are never quite the same. I admire the little’s boy courage and how he never gave up on his dad or his dog.
Impression of ShilohThis is my favorite book thus far in our readings. I couldn’t put it down. It took my a day to read it and I read it every chance I got. I wanted to believe that Marty and Shiloh would become a family. I kept thinking something bad was going to happen to him and was so relieved when it concluded with a happy ending. Many a time, I brought home a stray kitty or puppy and my mother always allowed me to keep them, as long as I took care of them. I can empathize with Marty and how he felt he had to save Shiloh, who hasn’t felt that way before? I think this is a book adults and children alike will enjoy.
Library Setting I would collaborate with the language arts teacher to have students keep a reading journal about both books. Since Shiloh and Sounder are both stories about a boy and his dog and the love they have for each other; I would have students use a Venn diagram to compare and contrast both books. There are several similarities between the two books. I would then have students write about their own experiences that they might have had with their own pets or animals in general.
Horn Book. (1992). [ Review for the book Shiloh by Phyllis Reynolds Naylor]. Horn Book. Referenced from http://www.titlewave.com/search?SID=5096d38439b4cc3077cc944defc81541
Amazon Books. (n.d.). [Review for the book Sounder by William H. Armstrong]. Amazon Books. Referenced from
http://www.amazon.com/Sounder-William-H-Armstrong/dp/product-description/0060201436/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books
Sunday, September 11, 2011
Module 3: The Man Who Walked Between the Towers and Sylvester and the Magic Pebble
Summary: A young French street performer in New York City decides that has to walk a tight rope between the Twin Towers.
Citation:Gerstein, M. (2003). The Man Who Walked Between the Towers. New York: Roaring Book Press.
Review:
Booklist (November 1, 2003 (Vol. 100, No. 5))“PreS-Gr. 3. Here's a joyful true story of the World Trade Center from a time of innocence before 9/11. In 1974 French trapeze artist Philippe Petit walked a tightrope suspended between the towers before they were completed. Gerstein's simple words and dramatic ink-and-oil paintings capture the exhilarating feats, the mischief, and the daring of the astonishing young acrobat. He knew his plan was illegal, so he dressed as a construction worker, and, with the help of friends, lugged a reel of cable up the steps during the night and linked the buildings in the sky. As dawn broke, he stepped out on the wire and performed tricks above the city. Gerstein uses varied perspectives to tell the story--from the close-up jacket picture of one foot on the rope to the fold-out of Petit high above the traffic, swaying in the wind. Then there's a quiet view of the city skyline now, empty of the towers, and an astonishing image of the tiny figure high on the wire between the ghostly buildings we remember” (Booklist, 2003).
Impressions:
I was actually familiar with this story when I saw a documentary years ago about 9/11 and the Twin Towers. It always fascinated me and was excited when I came across the children’s book. I actually read the book to my seventh grade History classes in honor of First Responder’s Day. I wanted them to hear a story about the towers before they were destroyed. You could hear a pin drop while I read the story to them. They couldn’t believe that Petit would attempt such a feat and that he did not fall. After I read the story, we went to the computer lab and they looked up actual photos of Petit. He truly was “the daredevil in the clouds” (Lazarovic, 2002).
Lazarovic, S. (2002). The Daredevil in the Clouds. National Post Monday. Retrieved from http://www.longliveirony.com/Petit.html
Library setting::
Collaborate with teachers to use the book to engage in reciprocal teaching.
“Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read” (Reading Rockets, 2011).
Reciprocal Teaching. (2011). Reading Rockets. Retrieved from
http://www.readingrockets.org/strategies/reciprocal_teaching/
Booklist. (2003). [Review of the book The Man Who Walked Between the Towers by Mordaci Gerstein. Booklist 100(5). Retrieved from
http://www.titlewave.com/search?SID=021134f110103a1f4b7054a6a043ea37
Summary:Sylvester, who collects rocks as a hobby, comes across a small red pebble, realizes it grants wishes and decides to take it home. On the way home, he encounters a lion and in a moment of panic, wishes to be turned into a rock. Unfortunately, he has to be holding the rock in order for his wishes to be granted. He remains a rock until one day when his parents, who have accepted the fact that Sylvester is gone forever, decide to go on a picnic, find the pebble, pick it up and place it on the rock that is Sylvester and Sylvester returns to his normal self.
Citation: Steig, W. (1969). Sylvester and the Magic Pebble. New York: Simon and Schuster Books for Young Readers.
Impressions: There is an old Chinese proverb that states “Beware of what you wish for”; Sylvester should have heeded these words when he decided to wish himself to be turned into a rock and then couldn’t wish himself back to his normal self. His poor parents must have been going out of their mind looking for him.
Review:
Publishers Weekly (November 21, 2005)Thanks to the rediscovery of the original watercolor artwork, in preparation for an exhibit of William Steig's work (see Children's Bookshelf, Oct. 27), newly restored edition of Sylvester and the Magic Pebble, complete with Steig's acceptance speech for the Caldecott Medal, makes the book look better than ever. This tale of a donkey who wishes on a magic pebble has charmed a generation of readers and will no doubt go on to attract a new one. Copyright 2005 Reed Business Information.
Library settingOne idea would be to have younger students draw a picture of a wish, then glue a ‘magic’ pebble onto their picture and write a sentence about what their wish would be (Activities and Work Samples, n.d.).
Another idea for older students could be to give a lesson on fables and proverbs and teach the one by the Chinese; “Beware of what you wish for”. This lesson could coincide with the Asian Festival hosted by the Institute of Texan Cultures in San Antonio in late January or early February, which celebrates all Asian cultures.
Publisher’s Weekly. (2005). [Review for the book Sylvester and the Magic Pebble by William Steig]. Publisher’s Weekly. Retrieved from
http://www.titlewave.com/search?SID=021134f110103a1f4b7054a6a043ea37
Activities and Work Samples. (n.d.) Retrieved from
http://www.bridgew.edu/Library/CAGS_Projects/KGOLDNER/pebbleact.htm
Citation:Gerstein, M. (2003). The Man Who Walked Between the Towers. New York: Roaring Book Press.
Review:
Booklist (November 1, 2003 (Vol. 100, No. 5))“PreS-Gr. 3. Here's a joyful true story of the World Trade Center from a time of innocence before 9/11. In 1974 French trapeze artist Philippe Petit walked a tightrope suspended between the towers before they were completed. Gerstein's simple words and dramatic ink-and-oil paintings capture the exhilarating feats, the mischief, and the daring of the astonishing young acrobat. He knew his plan was illegal, so he dressed as a construction worker, and, with the help of friends, lugged a reel of cable up the steps during the night and linked the buildings in the sky. As dawn broke, he stepped out on the wire and performed tricks above the city. Gerstein uses varied perspectives to tell the story--from the close-up jacket picture of one foot on the rope to the fold-out of Petit high above the traffic, swaying in the wind. Then there's a quiet view of the city skyline now, empty of the towers, and an astonishing image of the tiny figure high on the wire between the ghostly buildings we remember” (Booklist, 2003).
Impressions:
I was actually familiar with this story when I saw a documentary years ago about 9/11 and the Twin Towers. It always fascinated me and was excited when I came across the children’s book. I actually read the book to my seventh grade History classes in honor of First Responder’s Day. I wanted them to hear a story about the towers before they were destroyed. You could hear a pin drop while I read the story to them. They couldn’t believe that Petit would attempt such a feat and that he did not fall. After I read the story, we went to the computer lab and they looked up actual photos of Petit. He truly was “the daredevil in the clouds” (Lazarovic, 2002).
Lazarovic, S. (2002). The Daredevil in the Clouds. National Post Monday. Retrieved from http://www.longliveirony.com/Petit.html
Library setting::
Collaborate with teachers to use the book to engage in reciprocal teaching.
“Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read” (Reading Rockets, 2011).
Reciprocal Teaching. (2011). Reading Rockets. Retrieved from
http://www.readingrockets.org/strategies/reciprocal_teaching/
Booklist. (2003). [Review of the book The Man Who Walked Between the Towers by Mordaci Gerstein. Booklist 100(5). Retrieved from
http://www.titlewave.com/search?SID=021134f110103a1f4b7054a6a043ea37
Summary:Sylvester, who collects rocks as a hobby, comes across a small red pebble, realizes it grants wishes and decides to take it home. On the way home, he encounters a lion and in a moment of panic, wishes to be turned into a rock. Unfortunately, he has to be holding the rock in order for his wishes to be granted. He remains a rock until one day when his parents, who have accepted the fact that Sylvester is gone forever, decide to go on a picnic, find the pebble, pick it up and place it on the rock that is Sylvester and Sylvester returns to his normal self.
Citation: Steig, W. (1969). Sylvester and the Magic Pebble. New York: Simon and Schuster Books for Young Readers.
Impressions: There is an old Chinese proverb that states “Beware of what you wish for”; Sylvester should have heeded these words when he decided to wish himself to be turned into a rock and then couldn’t wish himself back to his normal self. His poor parents must have been going out of their mind looking for him.
Review:
Publishers Weekly (November 21, 2005)Thanks to the rediscovery of the original watercolor artwork, in preparation for an exhibit of William Steig's work (see Children's Bookshelf, Oct. 27), newly restored edition of Sylvester and the Magic Pebble, complete with Steig's acceptance speech for the Caldecott Medal, makes the book look better than ever. This tale of a donkey who wishes on a magic pebble has charmed a generation of readers and will no doubt go on to attract a new one. Copyright 2005 Reed Business Information.
Library settingOne idea would be to have younger students draw a picture of a wish, then glue a ‘magic’ pebble onto their picture and write a sentence about what their wish would be (Activities and Work Samples, n.d.).
Another idea for older students could be to give a lesson on fables and proverbs and teach the one by the Chinese; “Beware of what you wish for”. This lesson could coincide with the Asian Festival hosted by the Institute of Texan Cultures in San Antonio in late January or early February, which celebrates all Asian cultures.
Publisher’s Weekly. (2005). [Review for the book Sylvester and the Magic Pebble by William Steig]. Publisher’s Weekly. Retrieved from
http://www.titlewave.com/search?SID=021134f110103a1f4b7054a6a043ea37
Activities and Work Samples. (n.d.) Retrieved from
http://www.bridgew.edu/Library/CAGS_Projects/KGOLDNER/pebbleact.htm
Monday, September 5, 2011
Module 2: Where the Wild Things Are and Old Yeller
Summary: A little boy who finds himself in trouble with his mother for acting like a “wild thing” escapes to an imaginary world inhabited by other wild things where he soon becomes king of these creatures and all is well until he finds himself longing for the comforts of home.
Citation: Senkdak, M. (1963). Where the wild things are. Harper Collins Publishers.
Impressions of the book:
The artwork is amazing. Max has quite an imagination. I have to admit this was never my favorite book even when I read it as a child. The "wild things" scared me a little, even though they turn out to be harmless.
Review: Booklist starred (November 1, 2007 (Vol. 104, No. 5))
"Preschool-Grade 2. This simply written but subtle book became a classic not only because it legitimized children’s angry feelings—and their ability to use their imaginations to deal with those feelings—but also because it showed punishment and love coexisting in a parent-child relationship. When mischievous Max, wearing his wolf suit, romps around the house and drives his mother to distraction, she calls him “Wild Thing” and sends him to bed without his supper. But in the quiet of his room, a forest grows, where claw-footed monsters with horns, Wild Things just like Max, lurk and leap. Max joins their “wild rumpus” and is made “king of all wild things,” but still he misses his home. When he finally returns, he discovers his supper waiting, and it is still hot. Where the Wild Things Are, which was awarded the Caldecott Medal in 1964, has never gone out of print and is now available in several editions including paperback and a twenty-fifth anniversary remastered version. The year 2008 is sure to bring even more attention to this beloved children’s book: Dave Eggers will publish an adult novel based on the 338-word story at the same time that a combination live-action and animatronic movie, scripted by Eggers and directed by Spike Jonze, is released. How Jonze will translate Sendak’s exceptional crossed-hatched-watercolor artwork to the screen remains to be seen."
Booklist. (2007). [Review for the book Where the wild things are by Maurice Sendak]. Booklist. 104 (5). (Referenced from http://www.titlewave.com/search?SID=e854cf82b2b4053a0921c73e7fbd8815)
Lesson: The vivid characters and setting and the exciting plotline make Where the Wild Things Are by Maurice Sendak [HarperCollins, 1963] a great book for teachers/librarian to use to teach students about story elements. Students can read and discuss the Caldecott-winning story then use a story map to identify the book’s setting, characters, conflict, and resolution.
Sheakoski, M. (2010). Where the Wild Things Are Reading Lesson Plan: How to teach elementary students story elements using a story map. Primary School @ suite 101. (Referenced from http://megan-sheakoski.suite101.com/where-the-wild-things-are-reading-lesson-plan-a219321)
Summary: A teenage boy has to put down the dog he has grown to love when it becomes rabid with hydrophobia.
Citation: Gipson, F. (1956). Old Yeller. New York: HarperCollins Publishers.
Impressions of the book:
I was very impressed with the writings of Fred Gipson. I love the fact that he is from Texas and his story takes place in frontier Texas. I had not read the book before and wish I had. He really gives a clear picture of what life was like back then with lots of detail.
Reviews:
"A bestseller for generations, the combination of excellent writing and the sensitivity to human emotions places it on a shelf with the classics in juvenile literature." -- Saturday Review of Literature
Saturday Review of Literature. (n.d.). [Review for the book Old Yeller by Fred Gipson]. Saturday Review of Literature. Referenced from http://www.amazon.com/Old-Yeller-HarperClassics-Fred-Gipson/dp/0064403823
"Exciting and heartwarming indeed." -- SLJ.School Library Journal. (n.d.) [Review for the book Old Yeller by Fred Gipson]. School Library Journal. Referenced from http://www.amazon.com/Old-Yeller-HarperClassics-Fred-Gipson/dp/0064403823
Suggestions for library setting:
I think a librarian could provide a book talk on the book for students especially seventh graders who study Texas History. This will give them some insight on frontier life in Texas and also how children around their age had a lot more responsibility back then. They would also learn how hard it is to do the right thing.
Citation: Senkdak, M. (1963). Where the wild things are. Harper Collins Publishers.
Impressions of the book:
The artwork is amazing. Max has quite an imagination. I have to admit this was never my favorite book even when I read it as a child. The "wild things" scared me a little, even though they turn out to be harmless.
Review: Booklist starred (November 1, 2007 (Vol. 104, No. 5))
"Preschool-Grade 2. This simply written but subtle book became a classic not only because it legitimized children’s angry feelings—and their ability to use their imaginations to deal with those feelings—but also because it showed punishment and love coexisting in a parent-child relationship. When mischievous Max, wearing his wolf suit, romps around the house and drives his mother to distraction, she calls him “Wild Thing” and sends him to bed without his supper. But in the quiet of his room, a forest grows, where claw-footed monsters with horns, Wild Things just like Max, lurk and leap. Max joins their “wild rumpus” and is made “king of all wild things,” but still he misses his home. When he finally returns, he discovers his supper waiting, and it is still hot. Where the Wild Things Are, which was awarded the Caldecott Medal in 1964, has never gone out of print and is now available in several editions including paperback and a twenty-fifth anniversary remastered version. The year 2008 is sure to bring even more attention to this beloved children’s book: Dave Eggers will publish an adult novel based on the 338-word story at the same time that a combination live-action and animatronic movie, scripted by Eggers and directed by Spike Jonze, is released. How Jonze will translate Sendak’s exceptional crossed-hatched-watercolor artwork to the screen remains to be seen."
Booklist. (2007). [Review for the book Where the wild things are by Maurice Sendak]. Booklist. 104 (5). (Referenced from http://www.titlewave.com/search?SID=e854cf82b2b4053a0921c73e7fbd8815)
Lesson: The vivid characters and setting and the exciting plotline make Where the Wild Things Are by Maurice Sendak [HarperCollins, 1963] a great book for teachers/librarian to use to teach students about story elements. Students can read and discuss the Caldecott-winning story then use a story map to identify the book’s setting, characters, conflict, and resolution.
Sheakoski, M. (2010). Where the Wild Things Are Reading Lesson Plan: How to teach elementary students story elements using a story map. Primary School @ suite 101. (Referenced from http://megan-sheakoski.suite101.com/where-the-wild-things-are-reading-lesson-plan-a219321)
Summary: A teenage boy has to put down the dog he has grown to love when it becomes rabid with hydrophobia.
Citation: Gipson, F. (1956). Old Yeller. New York: HarperCollins Publishers.
Impressions of the book:
I was very impressed with the writings of Fred Gipson. I love the fact that he is from Texas and his story takes place in frontier Texas. I had not read the book before and wish I had. He really gives a clear picture of what life was like back then with lots of detail.
Reviews:
"A bestseller for generations, the combination of excellent writing and the sensitivity to human emotions places it on a shelf with the classics in juvenile literature." -- Saturday Review of Literature
Saturday Review of Literature. (n.d.). [Review for the book Old Yeller by Fred Gipson]. Saturday Review of Literature. Referenced from http://www.amazon.com/Old-Yeller-HarperClassics-Fred-Gipson/dp/0064403823
"Exciting and heartwarming indeed." -- SLJ.
Suggestions for library setting:
I think a librarian could provide a book talk on the book for students especially seventh graders who study Texas History. This will give them some insight on frontier life in Texas and also how children around their age had a lot more responsibility back then. They would also learn how hard it is to do the right thing.
Sunday, August 28, 2011
Module 1 Love You Forever
Summary: Robert Muncsh captures the undying love between a mother and her son.
Citation: Muncsh, R. (1986). Love You Forever. New York: Firefly Books.
Impression: To be honest, this is only the second time I have read this book. I found it to be very touching. I think it accurately reveals how mothers feel about their children. As a mother, I can relate to the mother depicted in the book. I am constantly reminding my daughter that she will always be my 'baby' even when she is grown and has children of her own. She can do no wrong in my eyes.
Review: From Barnes & Noble
"I'll love you forever / I'll like you for always / As long as I'm living / My baby you'll be." Since Love You Forever was first published in 1986, millions of parents have lulled their children to sleep with these affectionate words. This picture book will widen the influence of this soothing message.
http://www.barnesandnoble.com/w/love-you-forever-robert-n-munsch/1002322471#EditorialReviews
Library setting: Right before Mother's Day, I would read this book to a group of students during storytime and have them make a card with the last verse written inside:
I'll love you forever,
I'll like you for always,
As long as I'm living
my Mommy you'll be.
Citation: Muncsh, R. (1986). Love You Forever. New York: Firefly Books.
Impression: To be honest, this is only the second time I have read this book. I found it to be very touching. I think it accurately reveals how mothers feel about their children. As a mother, I can relate to the mother depicted in the book. I am constantly reminding my daughter that she will always be my 'baby' even when she is grown and has children of her own. She can do no wrong in my eyes.
Review: From Barnes & Noble
"I'll love you forever / I'll like you for always / As long as I'm living / My baby you'll be." Since Love You Forever was first published in 1986, millions of parents have lulled their children to sleep with these affectionate words. This picture book will widen the influence of this soothing message.
Boston Globe - David Maloof
The one book that has the most meaning to me.Library setting: Right before Mother's Day, I would read this book to a group of students during storytime and have them make a card with the last verse written inside:
I'll love you forever,
I'll like you for always,
As long as I'm living
my Mommy you'll be.
Monday, May 30, 2011
Final Blog Post
As a history teacher, one of my objectives is to teach my students citizenship and civic responsibility, basically how to become a responsible citizen in our society. Since our society is becoming a digital society, my job has extended to teaching students how to become digital citizens.
By incorporating the nine elements created by Ribble and Bailey, digital citizenship can become a reality in my classroom and at my school. As I was working on my digital citizenship plan for my school district, I realized that my school district's AUP is good but could be better. It did not cover all nine elements, only a few, so I added the elements that were missing. I would also make it a point to include helpful web sites that I came across in this course to give reference to anyone accessing the policy.
At my school, I would provide a copy of the nine elements and their definitions to all of my colleagues. I would also provide them with sample lessons that they could use in their classrooms as suggested by Ribble and Bailey. (2007) According to Ribble and Bailey, "all members of the school community need to be awakened to the importance of digital citizenship and its connections to current policies and future practices." (Ribble and Bailey, 2007) Everyone has to do their part in order to ensure that all users of technology use it effectively and appropriately, making the Internet and our new digital society a safe place for all.
By incorporating the nine elements created by Ribble and Bailey, digital citizenship can become a reality in my classroom and at my school. As I was working on my digital citizenship plan for my school district, I realized that my school district's AUP is good but could be better. It did not cover all nine elements, only a few, so I added the elements that were missing. I would also make it a point to include helpful web sites that I came across in this course to give reference to anyone accessing the policy.
At my school, I would provide a copy of the nine elements and their definitions to all of my colleagues. I would also provide them with sample lessons that they could use in their classrooms as suggested by Ribble and Bailey. (2007) According to Ribble and Bailey, "all members of the school community need to be awakened to the importance of digital citizenship and its connections to current policies and future practices." (Ribble and Bailey, 2007) Everyone has to do their part in order to ensure that all users of technology use it effectively and appropriately, making the Internet and our new digital society a safe place for all.
Saturday, May 28, 2011
Blog Post #7 - Digital Security
Students can protect themselves and their technology by learning how to install virus protection software, executing firewalls and making backups. (Ribble and Bailey, 2007) Students also need to learn to protect user names and passwords either by memorizing them or writing them in a safe place that no one has access to. Teachers and parents need to make students aware of the importance of protecting personal information, such as date of birth, social security number, user names, passwords, etc. It is never okay to give out their user name and password. If they suspect their information has been compromised they need to change it immediately. Stolen user names and passwords can be used to access a person's account to send threatening emails without risk of getting caught. According to Ribble and Bailey, "protecting our identity and personal information using anti-virus software is the same thing as using locks to protect our families and possessions." (2007)
Some effects of compromised information could be: identity theft, loss of saved information/files, access to personal email, etc. Students also need to be made aware of meeting unsavory characters on the Internet, not everyone is who they say they are. There are predators out there who use the Internet to prey on innocent and naive victims.
Some other guidelines for students to follow would be to use care when reading emails with attachments, use strong passwords and be careful when downloading and installing programs. (Referenced from http://www.cert.org/homeusers/HomeComputerSecurity/)
All in all, "digital security goes beyond protecting equipment. It includes protecting ourselves and others from outside influences that might cause harm." (Ribble and Bailey, 2007)
Some effects of compromised information could be: identity theft, loss of saved information/files, access to personal email, etc. Students also need to be made aware of meeting unsavory characters on the Internet, not everyone is who they say they are. There are predators out there who use the Internet to prey on innocent and naive victims.
Some other guidelines for students to follow would be to use care when reading emails with attachments, use strong passwords and be careful when downloading and installing programs. (Referenced from http://www.cert.org/homeusers/HomeComputerSecurity/)
All in all, "digital security goes beyond protecting equipment. It includes protecting ourselves and others from outside influences that might cause harm." (Ribble and Bailey, 2007)
Wednesday, May 25, 2011
Blog Post #6 - Digital Law
Ribble and Bailey define digital law as the legal rights and restrictions governing technology use. However, students don't always use technology the way it was intended, the most common misuse that I have seen is when students copy and paste information into their papers, powperpoint presentations, etc. and don't cite their sources. They don't know how to put the information into their own words, so they 'borrow' other people's ideas. They don't realize that it's illegal for them to take credit for someone else's work. They really don't see the harm in it. They need to realize that it's better to paraphrase and perhaps use direct quotes at times, as long as they give credit to the original author.
I think that students infringe on other people's rights when they take credit for someone else's work or when they download copyrighted music from file-sharing websites. Also, when they post inappropriate pictures and publish inflammatory remarks on the Internet. Many times students don't realize the ramifications of their actions. That is why it is up to teachers to make sure that students are aware of the laws regarding technology. Ignorance cannot be an excuse anymore. It is not enough to say, "Well, I didn't know you couldn't do that." I would make it a point to have the students access the website b4ucopy.com, anytime they were conducting research for a paper or presentation. It has several helpful tips and is very user friendly.
According to Ribble and Bailey, "administrators need to provide teachers and students with resources and guidance on what is legal and illegal; they also need to determine whether their technology rules and policies are supported legally." (2007)
"Digital citizenship helps all technology users become more aware of the legal ramifications of technology use." (Ribble and Bailey, 2007)
I think that students infringe on other people's rights when they take credit for someone else's work or when they download copyrighted music from file-sharing websites. Also, when they post inappropriate pictures and publish inflammatory remarks on the Internet. Many times students don't realize the ramifications of their actions. That is why it is up to teachers to make sure that students are aware of the laws regarding technology. Ignorance cannot be an excuse anymore. It is not enough to say, "Well, I didn't know you couldn't do that." I would make it a point to have the students access the website b4ucopy.com, anytime they were conducting research for a paper or presentation. It has several helpful tips and is very user friendly.
According to Ribble and Bailey, "administrators need to provide teachers and students with resources and guidance on what is legal and illegal; they also need to determine whether their technology rules and policies are supported legally." (2007)
"Digital citizenship helps all technology users become more aware of the legal ramifications of technology use." (Ribble and Bailey, 2007)
Tuesday, May 24, 2011
Blog Post #5 - Digital Etiquette
I don't think students are always aware of others when using technology, especially when using cell phones. Students tend to use their phones at inappropriate times (at the movies, in class) whether it’s talking or texting. I also think students forget that there are other people around who probably aren't interested in their conversation, which is why they talk louder than usual.
As far as realizing how students' use of technology affects others; I think they're clueless. I don't think they realize how harmful it can be to post pictures of their friends engaging in inappropriate activities. It doesn't matter if the person who posted the pictures meant no harm; the damage is already done. You can't change it, even if the pictures are removed, they are never completely gone forever. In the case of cyberbullying and posting negative comments and/or pictures of an individual to the point of harassment can cause irreversible damage. This constant abuse through inappropriate emails and texts can affect a person's life, their school, and their community to the point of becoming suicidal. It is more common to be bullied at school, but cases of cyberbullying are increasing. I think students believe it's harder for them to get caught and easier to write something inappropriate about someone online rather than to tell them to their face.
According to Ribble and Bailey, "by training ourselves to think about how technology might affect others, we can start to make better decisions." (2007) I think that's why it is so important to make students aware of the standards of conduct expected of them. They need to ask themselves; who will read my posts, emails, texts, etc.? and what will happen if I make these comments, feelings, etc. public? By doing so, they will eventually become responsible digital citizens.
As far as realizing how students' use of technology affects others; I think they're clueless. I don't think they realize how harmful it can be to post pictures of their friends engaging in inappropriate activities. It doesn't matter if the person who posted the pictures meant no harm; the damage is already done. You can't change it, even if the pictures are removed, they are never completely gone forever. In the case of cyberbullying and posting negative comments and/or pictures of an individual to the point of harassment can cause irreversible damage. This constant abuse through inappropriate emails and texts can affect a person's life, their school, and their community to the point of becoming suicidal. It is more common to be bullied at school, but cases of cyberbullying are increasing. I think students believe it's harder for them to get caught and easier to write something inappropriate about someone online rather than to tell them to their face.
According to Ribble and Bailey, "by training ourselves to think about how technology might affect others, we can start to make better decisions." (2007) I think that's why it is so important to make students aware of the standards of conduct expected of them. They need to ask themselves; who will read my posts, emails, texts, etc.? and what will happen if I make these comments, feelings, etc. public? By doing so, they will eventually become responsible digital citizens.
Monday, May 23, 2011
Blog Post #4 - Digital Literacy
Technology is supposed to make our lives easier, so why not take advantage of all it has to offer. We just need to learn when and how to use it. I truly believe that with some guidance, students should use technology to access information to learn new concepts. I also believe that "teachers must first have a good understanding of how technology works" (Lindsay and Davis, 2010) before they can attempt to lead by example. According to Ribble and Bailey, "even when digital technologies are readily available, too often teachers have not been taught how to use the technology and have no idea what they could do with it in their classroom." (2007) Some issues to address would be to learn the digital basics, evaluate online resources and look at online learning modes and distance education. (Ribble and Bailey, 2007)
One way students could use digital technology would be to access online classes. Some students don't do well sitting in a classroom all day; an online school, if available, may be a better option and prevent them from dropping out. As far as conducting research, using Skype to communicate with other students in foreign countries to learn about their cultures for a project or paper would also be helpful; you couldn't ask for a better primary source. An electronic pen pal could also be another option, rather than writing letters, students could email back and forth. When creating presentations, some websites offer free options, like glogster, prezi.com, photostory, etc. These are just a few ideas for students to think about when attempting to use technology to its fullest potential. There is basically a website for almost anything that you could think of, so why not use them, as long as they are used responsibly.
One way students could use digital technology would be to access online classes. Some students don't do well sitting in a classroom all day; an online school, if available, may be a better option and prevent them from dropping out. As far as conducting research, using Skype to communicate with other students in foreign countries to learn about their cultures for a project or paper would also be helpful; you couldn't ask for a better primary source. An electronic pen pal could also be another option, rather than writing letters, students could email back and forth. When creating presentations, some websites offer free options, like glogster, prezi.com, photostory, etc. These are just a few ideas for students to think about when attempting to use technology to its fullest potential. There is basically a website for almost anything that you could think of, so why not use them, as long as they are used responsibly.
Sunday, May 22, 2011
Blog #3: Digital Communication
With regards to using technology appropriately, I think I do, for the most part. I email on a daily basis especially at school; it is my main form of communication during the day to other teachers, administrators, parents, etc. It is easier to "shoot" someone a quick email than to get my cell phone out, find their number, call and most of the time I wind up leaving a message anyway. I try to keep emails short and to the point. I also read over my emails carefully to make sure they are appropriate before I hit send. I also text often out of convenience, but never in front of my students. I try to model for them the proper way to use technology.
When it comes to digital communication, students should observe the following guidelines:
1. When to silence their phones, not just at school, but other places as well, like the library, movies, church, etc.
2. Take into consideration other people around them, not everyone wants to hear how so and so broke up with so and so.
3. Choose appropriate ring tones, avoid anything offensive.
4. Monitor the volume of their voice while on their phone, especially in public.
5. Sometimes texting is better than calling.
6. How to post appropriate comments on blogs, social networks, etc.
7. When emailing, use courteous language and proper punctuation, avoid using slang especially when contacting a teacher or any adult.
7. Be wary of pictures taken on cell phones; oftentimes these pictures wind up on the Internet and could come back to haunt them.
8. Observe any rules that have been posted regarding cell phone use and obey them.
By following these guidelines, students are one step closer to becoming responsible citizens in this digital society.
When it comes to digital communication, students should observe the following guidelines:
1. When to silence their phones, not just at school, but other places as well, like the library, movies, church, etc.
2. Take into consideration other people around them, not everyone wants to hear how so and so broke up with so and so.
3. Choose appropriate ring tones, avoid anything offensive.
4. Monitor the volume of their voice while on their phone, especially in public.
5. Sometimes texting is better than calling.
6. How to post appropriate comments on blogs, social networks, etc.
7. When emailing, use courteous language and proper punctuation, avoid using slang especially when contacting a teacher or any adult.
7. Be wary of pictures taken on cell phones; oftentimes these pictures wind up on the Internet and could come back to haunt them.
8. Observe any rules that have been posted regarding cell phone use and obey them.
By following these guidelines, students are one step closer to becoming responsible citizens in this digital society.
Saturday, May 21, 2011
Blog #2 Digital Commerce
I think many students are aware of the opportunities to purchase items online, but few are aware of the risks and problems associated with online buying. Students should be made aware of the risks and potential problems, since they can be long-term and life altering.
According to Ribble and Bailey, digital commerce plays a large role in students' lives, so they need to understand all sides of these online transactions. (2007) They also add that if "teachers hope to prepare students for the rest of their lives, digital commerce is an important issue that needs to be addressed." Teachers can point out some basic things for students making online purchases to look for; one would be symbols, like a closed padlock or an unbroken key, which indicate that a website is secure. These symbols mean that personal information should be safe from identity theft. Also look for an "s" after the "http" which also means the website is secure. (Referenced from http://www.privacyrights.org/fs/fs23-shopping.html) It is also important to know who you are buying from; are they a reputable company? Patrons should also familiarize themselves with company policies and keep records of purchases. It is vital to learn to spot "unscrupulous marketers and fraudsters"; this will prevent patrons from falling victim to any type of scam or con. (Referenced from http://privacy.getnetwise.org/shopping/tips/)
Teachers needs to be concerned with online purchasing, since students are becoming digital consumers. Oftentimes, students will use the Internet to research items they want to buy; they need to learn how to find the best deal and the proper steps to take before, during, and after online purchases. "If teachers are to help prepare their students to be good citizens, they need to prepare them for interacting in a digital economy." (Ribble and Bailey, 2007)
According to Ribble and Bailey, digital commerce plays a large role in students' lives, so they need to understand all sides of these online transactions. (2007) They also add that if "teachers hope to prepare students for the rest of their lives, digital commerce is an important issue that needs to be addressed." Teachers can point out some basic things for students making online purchases to look for; one would be symbols, like a closed padlock or an unbroken key, which indicate that a website is secure. These symbols mean that personal information should be safe from identity theft. Also look for an "s" after the "http" which also means the website is secure. (Referenced from http://www.privacyrights.org/fs/fs23-shopping.html) It is also important to know who you are buying from; are they a reputable company? Patrons should also familiarize themselves with company policies and keep records of purchases. It is vital to learn to spot "unscrupulous marketers and fraudsters"; this will prevent patrons from falling victim to any type of scam or con. (Referenced from http://privacy.getnetwise.org/shopping/tips/)
Teachers needs to be concerned with online purchasing, since students are becoming digital consumers. Oftentimes, students will use the Internet to research items they want to buy; they need to learn how to find the best deal and the proper steps to take before, during, and after online purchases. "If teachers are to help prepare their students to be good citizens, they need to prepare them for interacting in a digital economy." (Ribble and Bailey, 2007)
Thursday, May 19, 2011
Blog #1 Define Digital Citizenship
In the readings, I have come across many definitions of digital citizenship. According to Ribble and Bailey, digital citizen is many things:
- it is a way of life
- it reinforces positive aspects of technology so that everyone benefits in this digital world
- it is how individuals behave as members of this digital society
- it establishes the norms of appropriate and responsible behavior with regard to technology use
- made up of nine elements
- aims to teach everyone what technology users must undertand in order to use digital technologies effectively and appropriately.
digital citizenship as the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies." (2010) However, Greenhow has stated that digital citizenship is difficult to define, since there is no universal idea of digital citizenship yet. Digital citizenship can mean different things to different people.
I think digital citizenship is basically the standards that everyone should follow to ensure that technology is being used effectively and appropriately. Everyone should act in a responsible manner to prevent abuse and misuse of technology. It it up to parents and teachers to ensure that children and students are being responsible citizens in this new digital society; it's the same as teaching children how to be responsible citizens in general. We teach children the idea of civic responsibility which includes obeying the law, voting, paying your taxes, etc. For the most part, children are taught how to be contributing members of society and how to avoid becoming a burden. Children also need to be aware of consequences for misuse and abuse of technology just like there are consequences for breaking a school rule or a law.
I think my definition correlates with what AASL and NETS have stated as far the importance of teaching digital citizenship and what is appropriate and why. It is not just for children but for adults as well. Adults, parents and educators have to model what is expected of children and students. "Teaching the new citizenship goes beyond simply expressing rules and policies. We must help our students understand that digital technology makes them, in a very real sense, citizens of the world." (Ribble and Bailey, 2007)
- it is a way of life
- it reinforces positive aspects of technology so that everyone benefits in this digital world
- it is how individuals behave as members of this digital society
- it establishes the norms of appropriate and responsible behavior with regard to technology use
- made up of nine elements
- aims to teach everyone what technology users must undertand in order to use digital technologies effectively and appropriately.
digital citizenship as the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies." (2010) However, Greenhow has stated that digital citizenship is difficult to define, since there is no universal idea of digital citizenship yet. Digital citizenship can mean different things to different people.
According to Greenhow, "the 2007 NETS•S defines
I think digital citizenship is basically the standards that everyone should follow to ensure that technology is being used effectively and appropriately. Everyone should act in a responsible manner to prevent abuse and misuse of technology. It it up to parents and teachers to ensure that children and students are being responsible citizens in this new digital society; it's the same as teaching children how to be responsible citizens in general. We teach children the idea of civic responsibility which includes obeying the law, voting, paying your taxes, etc. For the most part, children are taught how to be contributing members of society and how to avoid becoming a burden. Children also need to be aware of consequences for misuse and abuse of technology just like there are consequences for breaking a school rule or a law.
I think my definition correlates with what AASL and NETS have stated as far the importance of teaching digital citizenship and what is appropriate and why. It is not just for children but for adults as well. Adults, parents and educators have to model what is expected of children and students. "Teaching the new citizenship goes beyond simply expressing rules and policies. We must help our students understand that digital technology makes them, in a very real sense, citizens of the world." (Ribble and Bailey, 2007)
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