Pirates in Historical Fiction and Nonfiction: A Twn Text Unit of Study & Swashbuckling Adventures on the High Seas

I love the introduction to this unit.  Having the centers set up and engaging students in the different “artifacts” of piarte life seems like a great way to “hook” them. 

We discussed KWL charts in Dr. Trathen’s class last semester.  They are used so often- and I dislike them so much!  My thoughts are this, they have to be revisited in order to be effective.  During my own schooling we used them often, and teachers never actually filled in the “learned” section.  Students didn’t either, of course.  Therefore, they were left with empty columns.  However, the charts fits perfectly.  I could learn to like it- I will have too.

This is the first time I have ever been introduced to the use of nonfiction and fiction books in a unit.  Typically it is one or the other.  It seems like a great way to not bore kids to death with facts, and keep them interesting in the story.  I don’t know how anyone could get bored with facts about pirates- they lived pretty adventurous lives in real life.  Who needs a made-up story? 

The DED handout would be a great tool for several other lessons, not just this unit.  People can miss so much in what they reading by not knowing the vocabulary terms.  This is a great way to ensure that students do know those terms, without the old-fashioned “write your definitions.”  The word bank is a great way to keep students on track.  That way, if they know the term then they don’t need to write it down.  However, if they don’t- perhaps they should jot down a note or two.

Lastly, the research aspect of this article is so cool!  I love the “WANTED” idea.  This ties back into the fact that teachers need to bookmark useful websites ahead of time in order to students to get the most out of what they are researching.  It also makes sense to store your bookmarked sites on www.delicious.com in order to reuse those resources year to year.

Internet Workshop and Blog Publishing: Meeting Student (and Teacher) Learning Needs to Achieve Best Practice in the 21st Century Social Studies Classroom

This article was very informative to teachers as to exactly how to being a unit, and incorporate a blog into it.  I have mentioned before in other responses, that I did not see the use of blogs until this semester.  Of course, during my school years “blogging” was not something teachers used in their classrooms, and I turned out fine!  However, the students I will teach are growing up in a much more technologically advanced and diverse world, and I must be on board. 

I appreciated the fact that in this article the goals met were carefully laid out, and the authors explained how they were going to meet those goals.  Sometimes teachers can get carried away with the simple “integration of technology” standpoint, and not make that technology useful.  It was encouraging to me to see the curriculum being effectively taught. 

Another aspect of this article that was very informational was the detailed walk through of HOW to start out a lesson using the internet.  Internet Workshop- not as easy as it seems.  The step-by-step walk through of, locating internet sites and bookmarking those for later use, as well as designing a research activity for students is something I will use in the future.  Due to my own lack of experience (experience that will be received this semester and through student teaching) it is easy for me to assume students are able to do things, that they may in fact not know how to do.  It is important for me to cover all of my bases ahead of time, so students will have the greatest success possible during this unit.

Frye, E. Article

 

This article is a very informational text.  I am relieved to hear that the pressures of No Child Left Behind are felt throughout the school systems, and not only make me weary- but it is a common worry.  Understanding that children learn in different ways and at different speeds is imperative to being a “good” educator.  Children are each unique and will react to instruction differently, therefore, learn differently. 

I had never considered before the idea that to improve reading levels, students needed to “go back” in what exactly they were reading.  I suppose that without the experience, I had no reason to think that giving a 5th grader a 1st grade level book would do anything.  I can see through that evidence in this article that it makes sense to backtrack, in order to bring a student success.  Moreover, what a great idea to use text that inform about the various concentrations of education.  Allowing students to read books, that they are able and actually WANT to read is a feat- and to reinfornce other subjects basically kills two birds with one stone.  It allows students to improve their reading level, while also learning new information, or revisiting information already covered in another lesson. 

Like the author explains, the importance of finding a book that meets criteria of a “good” book is invaluable.  Not only do the texts selected need to be on correct grade level, but they need to be enticing and exciting for readers.  On top of that, they need to be accurate about the subject for which they have been written.  Simply because a book is written, does not always make it worth reading. 

Overall, this article contains very informational tips on helping students learn to read, while also incorporating various subjects covered in schools.   

Brown Angels, All the Small Poems, & Love That Poetry

These two books are very different, however, they prove very good points about writing poetry.  The poems contained inside these two books are free.  They talk about what matters to the author, and are not confined to ‘rules’ that writing poetry seem to bring. 

Love That Poetry talks about the important of presenting poetry to students in a way that gives them the chance to explore their own minds, and write about things that they want to.  It expands on these ‘rules’ of poetry I mentioned earlier, and how important it is of to get passed that.  For example, it is necessary to tell students that NO- poetry does not have to rhyme, and NO it does not have to be in pretty little stanzas.  She students examples of this kind of poetry.  Brown Angels and All the Small Poems contain great examples. 

Poetry is a way to write about things in a different light.  To get away from the formal side of writing papers, and write about whatever the student wants too!  It can be a positive experience if it is presented in the correct way.

History of my name

 HEATHER

 “From the English word heather for the variety of small shrubs with pink or white flowers which commonly grow in rocky areas. It is derived from Middle English hather. It was first used as a given name in the late 19th century, though it did not become popular until the last half of the 20th century.”

 

I have often asked my parents why they chose the name Heather.  My dad jokingly says, “Well, your momma was in labor and told me she’d kill me if I didn’t let her name you that.”  My mom says it’s a lie and that my dad wanted to name me awful names, and she saved me.  Either way, I am pleased with the result.  Heather was just becoming a popular name when I was born, thanks to Heather Locklear.  Today, Heather’s are everywhere, according to www.howmanyofme.com, there are 519,755 in the United States and it is the 104th most popular name for females.

 

 

Love That Dog

Love That Dog was a fun read.  I was able to read it relatively quickly because it flowed, it had rhythm.  I enjoyed the humor, and how it was written in the form of a poem.

The young boy seemed so sweet; he was so concerned about his poetry not being good enough to be posted.  I think this is a concern for most students.  I know it was for me.  I still have issues writing for fun, because I don’t find it useful writing.  If I have a purpose for writing it is always easier.  Allowing students to write about things they care about, something they see as having a purpose, it can create the best poems. 

Teachers often force students into poetry.  I understand; it is a subject that has to be taught and has to be understood by students, a standard of the NCSCOS.  I wish there was a way to introduce poetry that did not involve demanding that students to have poem due by a certain date.  As a got older, after being taught poetry, I wrote on my own.  It was typically only about things that were heavy on my heart, or things I had learned from my life’s experiences.

Perhaps the way it is introduced is wrong.  If we invited students to write poetry, and little by little let them explore their own abilities, perhaps students would find that not only they are capable of writing- but they enjoy writing poems too. 

HOTBlogging Response

I will be honest, I am a blog skeptic.  Until becoming a senior in college (now) I did not understand the significance of having a blog- especially one for the classroom.  After all, I thought students were learning to write through the use of their hands…or that is the way I had been taught in my own school years.  Blogs have been a large part of my college education, and I do now see why they are useful and resourceful tools for our classrooms and students.  It is very possible to teach students effectively through the use of a blog.  Like the authors of this article said, “The Internet is this generation’s defining technology for literacy ( page 2).”  We are not teaching students who take the time journal or write in a diary, typically.  Many of our students are on the computer for much of their afternoon.  They are more technologically advanced by the time they are in the 5^th grade than some adults will ever be.  Technology is a very real and ever-changing part of their upbringing, and using that in their education is only beneficial to them.  I am very eager to utilize some of types of blogs in my own classroom.  For example, the classroom news blog seems like a very exciting way to integrate parents into the classroom- and keep them in the know.  I also like the idea of the showcase blog.  Even more so, I intend to use the literature response style of blogging first and foremost.  I am sure by the time I teach for five or so years, blogging with be out and some other sort of writing exercises will be in, but I can make the best of it while it is HOT to blog!  I think it is important to remember, however, that with a blog comes along a certain aspect of individual creativity.  Like Stephanie talked about, her students wanted to not only explore in-class reading, but their own personal interest.  This is an important aspect of using blogs in the classroom, especially in the intent is for students to learn from the experience.  I enjoyed reading this article and learning about various ways of implementing education blogs in the classroom.  I am fully convinced at this point that it is a useful resource to students, and teachers.

Notebook Know-How, Chapters 1&2 Response

I very much enjoyed these first two chapters of this book.  Reading it made me very excited about having an active, exciting writer’s workshop in my own classroom.  The author of this book seems sincere in his values of writing in students’ lives.  His approach to writing and implementing writing in his classroom has been very trial and error.  He has taken advice and direction from other teachers and workshops he has attended, and has been very reflective in that aspect.  My take on the purpose of a Writer’s Notebook is to give students to opportunity, and freedom, to express emotion- possibly appropriate and not, to reveal opinion and points of view, all while learning the fundamentals of writing correctly.  It is not enough anymore for students to follow a prompt, and plus- it isn’t fun.  Some students may not like to write at all, but it is certain that even these students prefer to write about what they want, versus something their teacher told them to write about. 
                I am nearly beside myself with excitement about teaching writing.  I want so much to have a successful writer’s workshop in my classroom.  I also want to use the ideas about a writer’s notebook in my class as well.  It is so important to me to make writing fun, as well as useful and able to improve students’ abilities.  I hope that my students will enjoy writing, and that by me allowing them to choose, that they do not look at it like a chore- but rather as a way to reflect on their own lives.  Writing is something to be excited about!  It is one thing about school that the student can take anywhere that he or she wants too!
                Launching the notebook seems to be a fun thing for the teacher and the students.  While reading that chapter I found myself thinking of simple ways to work in the launching of the writer’s notebook into day 1 or 2 of school.  It is very easy to have a “get-to-know-me” activity incorporated into the writer’s notebook.  It would be similar to the “History of the Name” activity described in the book, however, more informative.  The organization is a harder bridge for me to cross.  The book suggested letting students organize the notebook in the way they wish.  I would prefer all students have the same organizational method, simply because I would be able to navigate easier.  I did not understand the “start at the back” approach the book presented.  However, I can be swayed and allow students to organize their notebook according to their preference- only if the notebook is in fact organized. 
                I am definitely impressed with this book and look forward to reading the rest.  It is books like this that get me exciting about teaching, and seeing what the students can do!  

Oh, the Places You’ll Go!

1. Author/Illustrator: 
Dr. Seuss

2. Date of Publication:
1990

3. ISBN #: 
0-679-80527-3

4. What level is the book (what grade level): 
A read aloud, for younger grades.  However, my teacher re-read this to one of my classes near high school graduation and I really enjoyed it.  It simplified life. 

5. What it is about: 
This is such a sweet book.  It talks about the different experiences you’ll have in life.  It discusses the transitions between phases of life, and makes life seems a little easier. 

6. What you might be able to do with it in class: 
I would love to use this in my class at the beginning of the school year.  I think students need a little bit of reminding that they are not alone and this is only the beginning!  This book could excite children, and make them feel motivated about the upcoming school year.

Internship Reflection 4

What have you seen in language arts/reading instruction?

I got to see Letterland again this week.  I think that under the right circumstances it could be useful, but it seems like so much work to present.  You have to get students dressed up to present word sounds?  I suppose it does help them remember.  I just think it is very time consuming.  I also think I got the raw end of the deal though, my teacher does not like Letterland so probably doesn’t present it to the best of her abilities. 

Our morning work this week consisted of language arts.  The teacher wrote sentences on the board that needed to be corrected.  The students job was to find the mistakes and fix them. 

We also create a “story comic strip.”  Students brainstormed by using web what their perfect day would be.  They had to create at least 6 different bubble that listed details about their perfect day.  Next, they cut out their comic strip and wrote the sentences in the squares.  Then they got to illustrate each sentence.  It was a great project and added some fun into learning how to organize the details of a story. 

Comment on any interesting things that you have noticed about your school, the teachers, the students, or the curriculum.

I was glad to discuss Letterland in our class last week.  I get such a terrible vibe from the teachers about the program.  However, when Dr. Trathen backed it up and vouched for the success of Letterland with young students I began to look at it differently.  The teachers are probably just unhappy with how Letterland has been presented to them.  Having people come review you every week can’t feel like a positive thing to a teacher.  Dr. Trathen was correct when he said that they way a new program is presented can really make or break it all together.  It is unfortunate that Valmead has chosen to push it on their teachers so hard, instead of making it an exciting new addition to their classroom.

Post any questions that you have about teaching/learning.

I have heard through two teachers this week that “theme” teaching is the best way to teach, and the only way to cover everything that needs to be done.  I hope we go over that more in our last semester at ASU before student teaching.