Graphic Novel

Part One

a. Bibliographic information (in APA format) including author, title, illustrator, publisher, and copyright date:

Tan, S. (2006). The arrival. N.p.: Hodder & Stoughton.

Usage information including genre and suggested age or grade level range:
Grade Level: 7-9th
Genre: Graphic Novel

Part Two

Response to the book:
f. Prompts you could use when reading the books with children: How is the use of merely pictures just as powerful as conveying the meaning behind this story as actual words?

Part Three

Critique of the book based on the various components and issues that you will read about in course readings and that we will discuss in class, particularly emphasizing plot, setting, theme, style, and point of view:
Being that the book was ONLY pictures, it was a bit difficult at first to distinguish the storyline and what was actually going on. Looking only at pictures did get a bit boring, and I eventually stopped following along with the story and had to go back and “re-read” parts to understand it. I think because this book has no words, it would be a little hard for students to follow along with. The illustrations were great, but with so many, this story easily got hard to follow along with.

Part Four

Lesson Sketch based on the book that includes a lesson objective, 2-3 discussion questions based on the book, a standards-based lesson activity, and at least 3 links to outside resources, websites, lesson ideas, etc. related to the book that could be used in a lesson or with your future students.

(Check calendar for the week when each blog is due)

Lesson Sketch: A PICTURE’S WORTH A THOUSAND WORDS
Objective: The 8th grade students will choose five pictures in the book and write a four paragraph essay distinguishing what is occurring in the pictures, as well as how the illustrations convey the authors feelings towards immigration. The paragraphs should elaborate on the significance of what is occurring in the scenes and why the author chose these specific moments to illustrate the occurrence/moment.
Grade: 8th Grade
Standards Addressed:

Literary Response/Analysis-
3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.
Literary Criticism
3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach)

Writing-
Organization and Focus
1.1 Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.
1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.

2-3 Questions:
Can you tell just by looking at the pictures when the rising action occurred? climax? falling action?
Why was the use of illustrations so significant to this story?
Do you think you would picture the story the same if it had been written and had no pictures?

*Use the following pictures to aid in questions:

Links:
https://medinger.wordpress.com/2007/10/13/in-the-classroom-thoughts-on-teaching-the-arrival/

Guest post: teaching Shaun Tan’s The Arrival in a secondary school English class

 

YA Book

Part One

a. Bibliographic information (in APA format) including author, title, illustrator, publisher, and copyright date:

Pike, C. (1986). Chain Letter. Los Angeles: Avon Books.

Usage information including genre and suggested age or grade level range:
Grade Level: 4th grade
Genre: Contemporary Fiction

Part Two

a.Response to the book including one or more of the following:
f.Prompts you could use when reading the books with children: I would use the prompt of: How does characterization play into the development of the plot?

Part Three

Critique of the book based on the various components and issues that you will read about in course readings and that we will discuss in class, particularly emphasizing plot, setting, theme, style, and point of view:
The plot was well designed, the suspense keeps kids at this age on edge. I think that especially considering that this book has so many elements and such a dramatic plot that leads students to easily map out the elements of plot this story is a great read for kids this age.

Part Four

Lesson Sketch based on the book that includes a lesson objective, 2-3 discussion questions based on the book, a standards-based lesson activity, and at least 3 links to outside resources, websites, lesson ideas, etc. related to the book that could be used in a lesson or with your future students.

(Check calendar for the week when each blog is due)

Lesson Sketch: ANONYMOUS
Objective: The fourth grade students will put someone one trial in the class to determine who the caretaker is. The students will divide themselves into teams of defense and prosecution, I will be the judge, and there will be a jury as well. The goal will be to prove someone out of the characters in the book either told the caretaker or is the caretaker. In order to prosecute or defend, they should be pulling evidence from the book.
Grade: 4th Grade
Standards Addressed:
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions. 3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions.
2-3 Questions:
What are some character traits of the characters?
What was the climax?
3 Links:

Challenged Book

Part One

a. Bibliographic information (in APA format) including author, title, illustrator, publisher, and copyright date:

L’Engle, M. (1963). A Wrinkle in Time. N.p.: Straus & Giroux.

Usage information including genre and suggested age or grade level range:
Grade Level: 4th grade
Genre: Fantasy/Sci-Fi

Part Two

a.Response to the book including one or more of the following:
f.Prompts you could use when reading the books with children: Personally, I see this piece as a huge response to literature. I think that the question “Which main event occurred that began the journey to search for the main characters father?”

Part Three

Critique of the book based on the various components and issues that you will read about in course readings and that we will discuss in class, particularly emphasizing plot, setting, theme, style, and point of view.
I think in terms of plot, the book was a bit all over the place. What I thought that was valuable for was a lesson that was centered around tracing character types, g motivation, and how events are catalysts for ‘s plot.

Part Four

Lesson Sketch based on the book that includes a lesson objective, 2-3 discussion questions based on the book, a standards-based lesson activity, and at least 3 links to outside resources, websites, lesson ideas, etc. related to the book that could be used in a lesson or with your future students.

(Check calendar for the week when each blog is due)

Lesson Sketch: PLOT TWIST

Objective: The fourth grade students will determine a point in the story that they would like to insert a “plot twist” they should then write a paragraph on what happens to the character(s) next. The paragraph should also include whether or not that created a rising or falling action, how it affected the characterization of the characters involved, and how it might influence their future actions.

They can use this sheet to work on the brainstorm aspect of the plot twist:

Grade: 4th Grade

Standards Addressed:

Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions. 3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions.

2-3 Questions:
Define “plot twist”?
Why do we use this phrase to talk about a change in plot?
Does this indicate something good, bad, or either?
What was/is the/a rising action?
What was the falling action?

3 Links:
http://www.scholastic.com/teachers/lesson-plan/wrinkle-time-extension-activities

http://www.lessonplanet.com/lesson-plans/a-wrinkle-in-time/all

http://www.brighthubeducation.com/middle-school-english-lessons/69563-a-wrinkle-in-time-writing-prompts-and-word-scramble-activities/

Batchelder Book

Part One

1 Bibliographic information (in APA format) including author, title, illustrator, publisher, and copyright date.  

Morgenstern, S. H. (2003). A Book of Coupons. N.p.: San Val.

1 Usage information including genre and suggested age or grade level range.

Grade level suggestion: 4th Grade and up

Age Level: 9yrs and older

Genre:  Contemporary Realistic Friction

Usage: Reinforcing the theme of choice and character

Part Two

1 Response to the book including one or more of the following:

1 Predictions

2 Thoughts about craft

3 Personal connections to other books or your life

4 Thoughts about particular issues raised in the book

5 Prompts you could use when reading the books with children

Personal Response:

1I predicted that the book would end much differently than it did, I think just because I understood the value of what the teacher was trying to do in using coupons with his class I found so much worth in the lesson. So to discover at the end that he was fired and had such a negative relationship with administration, I was a little disappointed.

2I thought that the book was well written, the illustrations were minimal and didn’t really represent the depictions accurately. I thought they could have been better to help create ore of a visual. I think that the author also gave a very realistic story, which in some aspects- I liked. It represented the truth behind negative relationships with administration and teacher expectation, but also gave a side of the story I don’t think many students (especially at a young age) wold be able to connect with or understand.

3In terms of personal connection, I had a teacher that gave out “Duffy Chips.” They were almost like coupons, but Mr. Duffy gave out tokens that could be used to redeem different things. Many of the things were very different from the concepts presented in the story though (i.e. 5 minutes early to lunch, free homework pass, etc.)

4I like that the book represented the accuracies present in teacher/admin relationships and expectations of appropriate practices in the classroom.

5I think that a prompt that could successfully be used in this would be:

Explain the importance of making good choices despite what other people tell you is “okay.”

Part Three

1 Critique of the book based on the various components and issues that you will read about in course readings and that we will discuss in class, particularly emphasizing plot, setting, theme, style, and point of view.

I think that because the book was translated from French it definitely made the book already different from a lot of american literature, especially in terms of how it presented education. The theme was spot on and presented a very mature and valuable lesson that isn’t usually present in children’s literature. The outcome of the story also reinforced the idea that not every story has a happy ending, despite the good done on someone’s behalf. The fact that the story was presented in third person gave a very unbiased telling of the story I found valuable to establishing my own opinion and retrospect of the theme and point of view present within the conflict present in the story.

Part Four

1 Lesson Sketch based on the book that includes a lesson objective, 2-3 discussion questions based on the book, a standards-based lesson activity, and at least 3 links to outside resources, websites, lesson ideas, etc. related to the book that could be used in a lesson or with your future students.

Lesson Sketch:

I would have my students design their own coupon book with five coupons that they thought were appropriate and taught a valuable lesson based on how you chose to use them. On the backs of the coupons, students should write which pillar of character the coupon was attributed to teaching/reinforcing.

Standards? Grade Level?

Focus: 5th Grade

ELA:

Comprehension and Analysis of Grade-Level-Appropriate Text

32.3  Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

Narrative Analysis of Grade-Level-Appropriate Text

23.2  Identify the main problem or conflict of the plot and explain how it is resolved.

33.3  Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appear­
ances of characters in a work of fiction and discuss the importance of the contrasts to the
plot or theme.

43.4  Understand that theme refers to the meaning or moral of a selection and recognize themes
(whether implied or stated directly) in sample works.

Discussion Questions:

Do you think because the story was set in France it has anything to do with the difference in the way the teacher chose to teach?

What kind of coupons are good for teaching help with being responsible?

Do you think the teachers coupons taught his students anything about responsibility?

Why do you think the principal didn’t like his ideas?

Three outside sources:

Scholastic Lesson Plan

How to Make a Coupon Book

Coupon Book Printable Templates

MULTICULTURAL/GLOBAL LITERATURE

Part One

Lai, T. (2013). Inside Out and Back Again. N.p.: HarperCollins.

            Grade Level 3-7 Suggestion

Part Two

I loved that the book was written in poems, I thought that it was a very powerful piece of literature that illustrated the realities surrounding culture shock and the experience many immigrants have in their journey to the United States. The biggest personal connection I had with it was that many of my family members experienced that same culture shock in their coming to the states from Mexico.

   Part Three

The fact that the book was written in a series of poems created so much more depth to the story. I loved that it was written in a series that seemed to come as though the reader was being given the main character’s diary. The illustrations also contributed to that.

Part Four

Lesson Sketch:

I would have my third grade students write a series of three poems about an important event that had since then occurred in their life that was either difficult or important to their becoming the person they are today.

Questions to ask: Is it easier or harder to write about these things in the form of poetry? Why or why not? How does poetry contribute to the beauty behind this literature?

Do a poetry Review on one of your own poems or your table partners:

Standards Addressed:

ELA:

LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension

1. 1.1  Retell, paraphrase, and explain what has been said by a speaker.
2. 1.2  Connect and relate prior experiences, insights, and ideas to those of a speaker.
3. 1.3  Respond to questions with appropriate elaboration.

3 Useful Links:

Link 1

Link 2

Link 3

Caldecott Book

Part One

Yolen, J. (1987). Owl Moon (4th ed.). N.p.: Philomel Books.

1-3 GRADE SUGGESTION

Part Two

I would definitely talk to the students about the theme of silence. The book speaks so often about being “quiet” and I think it would be interesting to first question the students of a reoccurring theme throughout the book and how/why it plays such an important role.

   Part Three

In terms of criticism, I think that it was so interesting that the book was from the child’s point of view, and included so many interesting illustrations. The illustrations definitely helped illuminate the words within the pages and bring to life this idea of “silent night” with the soft aesthetics of each illustration.

Part Four

Lesson Sketch:

After reading and discussing the story…

I would have my second grade students choose a task that revolves around the very important the theme of silence (that which pertains to their own culture/family) that requires silence; the students will both write it out and illustrate the task on the worksheet.

Questions to ask: Why is silence so important? How does talking take away from the moment? Is this a religious thing? Tradition? etc?

Content Standards:

ELA:

1.0 Listening and Speaking Strategies

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

i.e: 

Comprehension

1. 1.1  Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment).
2. 1.2  Ask for clarification and explanation of stories and ideas.

VISUAL ARTS:

3.0 Historical and Cultural Contexts:

Role and Development of the Visual Arts

• 3.1 Explain how artists use their work to share experiences or communicate ideas.

3 Additional Resources:

LINK 1-SCHOLASTIC

LINK 2

LINK 3

 

 

Touchstone Book

Part One

Schmidt, G. (2011). Okay For Now. New York, NY: Clarion.

6-8 GRADE SUGGESTION

Part Two

I think a reoccurring theme here is the coming of age, and characterization. Students would definitely be focusing on finding either the connect or disconnect with how the main character is from a low socio-economic background, has family issues, and issues in school and still manages to find his way into coming of age.

Part Three

In terms of criticism, the book definitely included some elements into it that are a little less than believable (part of the reason it is fiction), was definitely intended at a more mature audience (it used some curse words), and included some elements that might come off as offensive to students. However, all in all, I also found a lot to connect with in terms of reaching out to its intended audience. I think a lot of students can identify with moving, coming from a lo socio-economic background, and having to deal with parents that have marital issues, or finding themselves having bigger problems and priorities than they should have at that age.

Part Four

Lesson Sketch:

After reading and discussing the story…

I would have my students choose a problem within the story whether they focus on Doug’s (the main character)issues with his family, issues with coming from a low socio-economic background, having issues in school, etc. After choosing an issue from Doug’s life, they should then list three contributing factors to the issue (i.e. what caused this? is he doing anything to change the circumstances? if not, why? what is keeping him from changing them? is anyone or any outside factor contributing or taking away from this?) and identify the theme that this teaches or shapes within the novel (coming of age, you are not your past, etc). They will then characterize Doug and two supporting characters and write three sentences as to how their character traits either help or hinder their circumstances!

Questions to ask: What is characterization? How do we see this in characters throughout the story? How does the plot change? Are there any major plot changes that we see throughout the progression of the story? What are they? What theme do these contribute to?

link to questions to ask for this portion:

Content Standards:

7th Grade: ELA:
Reading:

Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.
3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).
3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.

3 Additional Resources:

Students can use this to help with the characterization of the characters:

Students may choose to shape their charts like this one:

Idea for chart of plot and character:

———————————————————————

Book Club meeting notes:

In response to the touchstone book we read, I was surprised at how much I was able to get out of it in terms of its usefulness to literature and the classroom:

HOW CAN STUDENTS RELATE TO THIS?

-low socio economic status

-family issues

-issues in school

WHAT CAN THIS BE USED TO TEACH?

big in characterization, coming of age, story lines (falling, rising, climax, etc).

-responsibility to priorities/self: getting a job

-becoming the better version of your circumstances: learning to draw, getting a job (dedicated to his job), learning to read, being put in Excellence and Promise work groups in school with Lil

-Identity, he did not follow the example of his brothers/dad

–teach teachers “you are not your brother in this classroom”

not to limit students to past experiences with them/family

GRADE LEVEL SPECIFIC?

-more mature, says words like “stupid” “shut up”

WHAT TO KEEP IN MIND WHEN SELECTING BOOKS TO READ TO STUDENTS?

-can it be offensive? appropriate? language?

CAN THIS BOOK IN ANY WAY BE OFFENSIVE OR MAKE ANYONE FEEL UNCOMFORTABLE?

-yes, in relation to real events.

HOW AUTHENTIC IS IT TO TODAYS CULTURE / SOCIETY?

-very, but is that a good thing? facing harsh realities? students read things like the holocaust, etc.

CAN THIS BOOK BE APPLIED TO ANY OTHER SUBJECT AREAS AND THOSE CONTENT STANDARDS?

-Not that I can think of

 

Wow! I think I made it…

At the start of this, I thought I knew all I needed to know about the internet and such. Since then, I have navigated my way through the internet in ways I never thought that I would all in the name of education. Making a twitter was definitely out of my comfort zone, I am not a social media person, but seeing the benefits of it really opened my eyes to how education can grow in so many different avenues, especially considering social media can have a negative reputation.

Using Jing, Wikis, and the Cool Tool Duel really allowed me to see how easy it is to turn the virtual experience into something real and personal for students. I felt a bit awkward screen casting myself and using youtube. I think before this class I was a bit video shy and never really was open to the thought of playing back my own recordings or work to see how others view it. At the end of the course, I think I was so used to it that I have permanently added jing to my laptop and use it for so many projects and other classes. I never thought that I would be able to find different things on the internet targeting making learning on the web fun and easy.

I really think I have discovered so many new things that I will be able to use in the classroom in order to enhance my students’ experiences. Not only do I think this class is so beneficial but necessary for educators going into the field in a rising age of technology. There are so many wonderful resources and tools waiting to make learning fun and work easy. We need only to discover it, and use it. This course definitely opened my eyes to doing that and wanting to show others to as well.

YAY! We made it!

Link to my Final PBQ:

Link to PBQ: https://sites.google.com/a/laverne.edu/for-one-and-for-all/ Link to Screencast: http://screencast.com/t/gzUnXcR5O

Crystal Ball

I think that educanon is the tool of the future because it is specially designed to enhance the learning experience of both teachers and students. It is apparent that youtube videos are often used in order to captivate the attention of students in several lesson plans, but we often assume that students are going to pay attention to every detail of the video. The greatest thing about educanon is that it is almost entirely designed to test the comprehension level of students in several different ways and to make things more interesting.

Every video can be cut into segments to ensure that students are only watching parts that are relevant to the lesson, but can also be separated into lesson folders for teachers that are using educanon for different lessons, classes, etc.

Educanon is also constantly adding new testing tools and enhancing the modules that students are apart of. Educanon is also specifically designed in a way the the teacher has full access as to what students can and cannot see, is notified when they have viewed and completed the assignment, as well as their completion grades.

Teachers are also capable of using the materials of other teachers that have uploaded and are willing to share their individual modules and lesson plans through Educanon. Students have the ability to also design their own video bulbs on educanon and turn them in to their teachers and/or simply share them with other students or educators  that have access to this website. It is free, has an application (so that students have access to it on their phones, tablets, etc.) and have no reason as to why they cannot use or download it. You can also print your quizzes made on educanon for students that cannot access the quizzes or if your classroom does not have access to class laptops.

With the way that education is moving, especially considering the technological age we are in, I think that this is going to be an evolving tool that will be around for quite some time.

Example of a: lesson (on educanon.)

Educanon has thus far been my favorite tool of the future and I believe it could be beneficial to a lll educators looking to utilize educational applications on the web.

COPYRIGHT

• What copyright laws were you already aware of?
• What copyright laws were you not familiar with/surprised you?
• How do you see copyright law affecting education in the future, specifically with regards to the increasing use of technology?

I actually am very big on using youtube and get very frustrated when I am searching up a song and come across a black screen with no music because it infringed upon the artists copyright rights.

As far as music, and not using someone else’s original material as yours, I am very aware of all those laws and concepts as well as how serious the legal matters are that revolve around these cases.

I am also very familiar with those that protect the material and original products of companies. There were very few copyright laws that surprised me, I have come across a majority of them multiple times (not by infringing upon them) but in seeing them on other websites. I think that copyright is a serious issue when it comes to technology and education being that there are SO many resources that we often times can forget to give due credit to whomever’s materials we are accessing and using for our own personal presentations or lessons.

I like to look at it like plagiarism in a sense, I found an amazing article/website that helped me really understand copyright issues and the education system from the educational standpoint in terms of how careful we as educators need to be and the major details that we often times overlook.

I think that as technology advances, a lot of material will be accessed online and a lot of our students/peers/faculty will be sending and submitting different articles and links that we forget to cite.

For this matter, I am very glad that the educational system implements works cited pages, I think very early on we are teaching our youth to give credit where its due as well as protect and cite the resources that are not only being accessed but used to enhance our own presentations and original works.

I think that what we should also do to teach about the dangers of being caught up in copyright legal matters is to also teach our youth that in order to be protected from coming across legal issues, copyright laws require that you ask permission to use original works. I think that most often, we get confused with thinking that works cited or disclaimers can protect people from the legal matters that are involved in copyright matters, and they are not.

My Copyright Commercial: