I will admit that I’ve been “handled” by the media. I feel like my skin is wrinkling as we speak and I need Garnier’s eye lift serum quick. I never really thought about how the old Disney movies are all about the damsel in distress being saved by a prince. The princesses all are beautiful and in perfect proportion. They don’t have much to worry about but being beautiful. It never bothered me when I was little because I didn’t know any better and it still doesn’t really bother me that the main characters are gorgeous, but it’s very sad to know the truth that an ugly character will never be the hero or princess. I have to say I always wanted to look like Jasmine. Mulan would be the exception to the damsel in distress rule and maybe some others that were not just looking for a prince. Most of the movies main characters are white. They just now came up with the first black princess in The Princess and the Frog. I loved it and I cried. It’s about time!
I don’t necessarily agree with this author’s use of material for school literacy. I think kids have enough trouble as it is without knowing what cartoons are really like. I mean I didn’t know when I was little and I’m glad no one told me or I would never like cartoons or myself. I think it may be counterproductive for students although this teacher said she thinks she helped them make a difference. Maybe some did become advocates for equal rights for women and minorities, but I think some sensitive girls or boys may get discouraged. This could only be used with older children and even then I am skeptical. It’s a great way to involve multiple genres of literature like animation, movies, film strips, etc, but the content is serious and could cause complications for some students.
Thursday, November 18, 2010
Thursday, November 11, 2010
3 reads...all good
First of all, I want to congratulate everyone who did a MGRP. I truly loved everyone’s presentation and gained so much knowledge from each topic.
Opinion on Evans
I understand where Evans is coming from in her piece, but if we transform our teaching to all digital we will have some serious problems. The Evans article made it sound like all teachers must incorporate technology now, because that’s what interests the children. I believe technology is important, but traditional teaching without any use of technology is just as important. Some students still can’t afford computers let alone internet. So homework online including computer games may not work for students of low-income families. Evans reveals that children play video games and watch TV, rather than have make-believe play outside. I have a problem with this. Too much technology means not moving the body; therefore, leads to health problems including obesity. Also many games are individual, so when does the student learn to work with others? I do believe computer games should be censored first as well as videos and music that will be used in the classroom for certain activities. I plan on using technology in my classroom, but want my children on their own to choose a book rather than a computer game when given a choice on an activity.
Opinions on Hill
I believe that the photostory project could be beneficial to most students in upper elementary grades even though it seems complex. I would have to explore it more on my own first, but it might be a great way to teach multiple genres of literacy. It may be like a digital MGRP!
Opinions on Igoa
The reading was very interesting and sad to me. I never really thought about what it would be like to move to another country and have to learn their language at a young age in a school very different than the one I’m used to. I don’t know how they do it. It’s amazing. The teacher talking about how to work with immigrant children obviously is a phenomenal educator based on the progress these particular children made throughout the school year. This text was more about how to teach immigrants to overcome culture shock and immerse themselves in the American way of literacy. However, I think we were suppose to focus on the film strips since that’s what we will be working on next class. I’ve never made a film strip and don’t know much about it, but Igoa made it clear that film strip making really helps immigrant children open up. I’m looking forward to are introduction to this type of technology.
Opinion on Evans
I understand where Evans is coming from in her piece, but if we transform our teaching to all digital we will have some serious problems. The Evans article made it sound like all teachers must incorporate technology now, because that’s what interests the children. I believe technology is important, but traditional teaching without any use of technology is just as important. Some students still can’t afford computers let alone internet. So homework online including computer games may not work for students of low-income families. Evans reveals that children play video games and watch TV, rather than have make-believe play outside. I have a problem with this. Too much technology means not moving the body; therefore, leads to health problems including obesity. Also many games are individual, so when does the student learn to work with others? I do believe computer games should be censored first as well as videos and music that will be used in the classroom for certain activities. I plan on using technology in my classroom, but want my children on their own to choose a book rather than a computer game when given a choice on an activity.
Opinions on Hill
I believe that the photostory project could be beneficial to most students in upper elementary grades even though it seems complex. I would have to explore it more on my own first, but it might be a great way to teach multiple genres of literacy. It may be like a digital MGRP!
Opinions on Igoa
The reading was very interesting and sad to me. I never really thought about what it would be like to move to another country and have to learn their language at a young age in a school very different than the one I’m used to. I don’t know how they do it. It’s amazing. The teacher talking about how to work with immigrant children obviously is a phenomenal educator based on the progress these particular children made throughout the school year. This text was more about how to teach immigrants to overcome culture shock and immerse themselves in the American way of literacy. However, I think we were suppose to focus on the film strips since that’s what we will be working on next class. I’ve never made a film strip and don’t know much about it, but Igoa made it clear that film strip making really helps immigrant children open up. I’m looking forward to are introduction to this type of technology.
Sunday, November 7, 2010
MGRP Reflection
I learned that writing a paper can be fun when you know you have other options. Having a choice in anything is the best. No one really likes being controlled, or told what to do. I love the freedom that the MGRP gives students. It is especially important to allow children to do what they need to read and write even if they aren't doing the traditional reading from a literature text book. Young students have energy, energy I wish I had. A MGRP allows for this energy to be used in a beneficial manner.
I have to tell you all that I found this task difficult and stressful because there are so many genres to choose from. It's choosing that's hard, but also a blessing, because once I had a plan the rest was smooth sailing. I think in the future there will be some things I will do differently, such as making a list of genres to choose from instead of having too much freedom in a small amount of time. I also think I would like to study the genres more before I use them. I loved that we practiced with poetry and newspaper article writing. That helped me figure out my strengths. However, I didn't learn how to make a comic or explore script writing further before I made my own.
As for future teaching, I will absolutely use the MGRP in my classroom whether it's kindergarten or 6th grade. Can you imagine a kindergarten MGRP. The pieces may include finger painting, clay molding, dressing up, and a drawing. It's a great place to start allowing kids to explore their talents!
I have to tell you all that I found this task difficult and stressful because there are so many genres to choose from. It's choosing that's hard, but also a blessing, because once I had a plan the rest was smooth sailing. I think in the future there will be some things I will do differently, such as making a list of genres to choose from instead of having too much freedom in a small amount of time. I also think I would like to study the genres more before I use them. I loved that we practiced with poetry and newspaper article writing. That helped me figure out my strengths. However, I didn't learn how to make a comic or explore script writing further before I made my own.
As for future teaching, I will absolutely use the MGRP in my classroom whether it's kindergarten or 6th grade. Can you imagine a kindergarten MGRP. The pieces may include finger painting, clay molding, dressing up, and a drawing. It's a great place to start allowing kids to explore their talents!
Saturday, October 30, 2010
Reading twice
I don't usually read a book twice, not even Harry Potter or the Twilight Series. I read Seedfolks in 8th grade, but didn't remember it; so I decided to read it again. I do remember liking it, but couldn't even remember what it was about at all. This lack of memory was a blessing in disguise, because I really enjoyed reading it again. It seemed even more enjoyable, because I'm older now. I was able to really appreciate the garden whereas, in 8th grade I obviously didn't take it to heart or I would have remembered it. I've never read another book that had each chapter about a different character. I love how Paul Fleischman connects the characters too. It's very realistic and heart-warming. Every year I sell my books back to TIS, but I've found that the text books this year are so rewarding and informative that I just may have to keep them, including Seedfolks!
Seedfolks tied into the Allen readings we had as well. Initially, I had a hard time seeing the difference between show, don't tell. I had to reread (something I don't do) to investigate further. It seems to mean that writer's should be very descriptive by using action verbs. An example would be "He sat with his head resting on his hand while reading the newspaper." This gives a nice visual and a sense of action that his body is doing. One of the sentences that was a “tell” didn't use an action verb. The writer wrote, "He seemed to be in his own little world." This is more of an opinion. Being in your own little world wasn't described with an action until after the comma when the writer wrote, "not paying attention to anyone walking around or others having a conversation nearby." Allen’s 34 question activity seemed very similar to a character sketch done in theatre. People who are very serious about their acting write answers to similar questions to Allen’s in a notebook. They always develop their character through writing this way they can go back and reread if need be or add more. I’ve done it several times for characters I’ve played and it’s been very helpful. It gives you a voice, especially when your chorus and don’t even have a name. I always make a name for my chorus parts.
As for chapter 7 in Allen, I learned in more detail about other specific genres. Although they all seemed impressive, I’m not sure that any suit my paper. I may need some help in this regard. I thought about doing a poem from a child’s perspective and a newspaper article from a teacher’s perspective, but that’s all so far. I wonder if I can do something that hasn’t been done before…
Seedfolks tied into the Allen readings we had as well. Initially, I had a hard time seeing the difference between show, don't tell. I had to reread (something I don't do) to investigate further. It seems to mean that writer's should be very descriptive by using action verbs. An example would be "He sat with his head resting on his hand while reading the newspaper." This gives a nice visual and a sense of action that his body is doing. One of the sentences that was a “tell” didn't use an action verb. The writer wrote, "He seemed to be in his own little world." This is more of an opinion. Being in your own little world wasn't described with an action until after the comma when the writer wrote, "not paying attention to anyone walking around or others having a conversation nearby." Allen’s 34 question activity seemed very similar to a character sketch done in theatre. People who are very serious about their acting write answers to similar questions to Allen’s in a notebook. They always develop their character through writing this way they can go back and reread if need be or add more. I’ve done it several times for characters I’ve played and it’s been very helpful. It gives you a voice, especially when your chorus and don’t even have a name. I always make a name for my chorus parts.
As for chapter 7 in Allen, I learned in more detail about other specific genres. Although they all seemed impressive, I’m not sure that any suit my paper. I may need some help in this regard. I thought about doing a poem from a child’s perspective and a newspaper article from a teacher’s perspective, but that’s all so far. I wonder if I can do something that hasn’t been done before…
Thursday, October 21, 2010
Orange or Orenge?
I did more writing conferences Wednesday, but they were more difficult than the last two weeks I’ve done them in field study. I’ve not experienced a child correcting me on spelling before. I wasn’t even sure how to handle it. He read his story to me and most of the errors he had were spelling related. I went through each page and picked words that were slightly off to go over. He didn’t really have too many words that were way off (we went over those too though). I came across the word “orenge” and said to the student that it sounds like it’s correct but it’s actually spelled “orange.” He said, “No, it’s with an ‘e.’ I’ve never gotten it wrong before. This is how my sister spells it.” He was so adamant about it, I didn’t want to argue; but I wanted him to learn the correct spelling. I told him that maybe his other teacher missed it and that maybe his sister’s teacher had made a mistake since everyone makes mistakes. He still seemed hesitant, so the only thing I could think of was to put in into the computer and show that spell check underlines it or changes it automatically to “a.” He seemed satisfied with this, but disappointed. I’m not sure if I did the right thing. I didn’t know how to handle it. The next child’s handwriting I couldn’t even read, so that was difficult to deal with too. I didn’t want him to think his handwriting was bad, so I tried my hardest to read what I could. He couldn’t read some of it either. How do I help him fix his penmanship? Is that something I should do, or say something about during the conference?
On a different note, Allen’s chapter on poetry taught me new forms that I never knew about. When I write poetry it usually rhymes. It’s nice to have some examples of other types of poems to reference, especially if I want children to do a multi-genre research paper. I really enjoyed the six-room form. I’ve never read a poem like that before and it made sense to me. It was great for description purposes. Poetry in general is a genre that can be easily appreciated according to Allen. She says,” If you have reluctant writers in your classroom or if you as a teacher are a reluctant writer, poetry is a good place to ease into writing.” She says it’s short and easy to edit. I’m not sure if I will use a poem for my MGRP, but it’s a possibility.
The invitation piece was confusing to me. I looked at the children’s work given and the blank worksheet. I didn’t see how it really related to an invitation. It was more like an observation/inference and question prompting sheet in my opinion. I’m not sure that invitation is the right word for the activity the author is talking about, but I can see how it would be beneficial to students in regards to literacy.
On a different note, Allen’s chapter on poetry taught me new forms that I never knew about. When I write poetry it usually rhymes. It’s nice to have some examples of other types of poems to reference, especially if I want children to do a multi-genre research paper. I really enjoyed the six-room form. I’ve never read a poem like that before and it made sense to me. It was great for description purposes. Poetry in general is a genre that can be easily appreciated according to Allen. She says,” If you have reluctant writers in your classroom or if you as a teacher are a reluctant writer, poetry is a good place to ease into writing.” She says it’s short and easy to edit. I’m not sure if I will use a poem for my MGRP, but it’s a possibility.
The invitation piece was confusing to me. I looked at the children’s work given and the blank worksheet. I didn’t see how it really related to an invitation. It was more like an observation/inference and question prompting sheet in my opinion. I’m not sure that invitation is the right word for the activity the author is talking about, but I can see how it would be beneficial to students in regards to literacy.
Saturday, October 16, 2010
MGRP Relates to a Donut Shop? You Bet!
I read chapters 1-3, and 6 out of The Multigenre Research Paper text book. It gave me many ideas about the genres I might use for my paper and reiterated the importance of using this type of paper for all ages. Some of the genres used I would have never even thought of such an an obituary. A resume for MLK seemed really neat too. There are so many possibilities, it will be hard to narrow it down for my own topic.
I never thought about how a multi-genre research paper would be part of my own MGRP though, until I read the Powell Davidson article. The kindergarten classroom's story that the authors share is quite remarkable. My topic for the MGRP is how gender affects motivation and understanding of reading and writing and how teachers can incorporate gender into their lesson plans. It just so happens that much of my research suggests using real life literacy in the classroom as opposed to books or at least supplementing the text books. I write about how boys and sometimes girls have trouble concentrating and get bored easily with the same old reading and writing. Taking a field trip, like the kindergarten kids did to the donut shop is probably the best way to show how a school project relates to real life, but some schools can't go on field trips. In that case, my MGRP comes in, with theatre and drama and games. If you can't really play a video game, then make up your own, and if you can't go to a donut shop create your own in the classroom. Those of just snipits of my thoughts, but I guess you'll all have to read my MGRP for more info! Say tuned :)
I never thought about how a multi-genre research paper would be part of my own MGRP though, until I read the Powell Davidson article. The kindergarten classroom's story that the authors share is quite remarkable. My topic for the MGRP is how gender affects motivation and understanding of reading and writing and how teachers can incorporate gender into their lesson plans. It just so happens that much of my research suggests using real life literacy in the classroom as opposed to books or at least supplementing the text books. I write about how boys and sometimes girls have trouble concentrating and get bored easily with the same old reading and writing. Taking a field trip, like the kindergarten kids did to the donut shop is probably the best way to show how a school project relates to real life, but some schools can't go on field trips. In that case, my MGRP comes in, with theatre and drama and games. If you can't really play a video game, then make up your own, and if you can't go to a donut shop create your own in the classroom. Those of just snipits of my thoughts, but I guess you'll all have to read my MGRP for more info! Say tuned :)
Monday, October 11, 2010
conference and MGRP
I’ve come to find that Wednesdays are writing conference days in my field placement classroom. This is a great thing, because I will continually get practice to perfect my conferencing skills. This week I worked with another two students. Both were Asian boys. Both seemed very confident in their reading to me of the story. There handwriting was nice and pictures elaborate. They seem to have written more than the students I had last week. Even though they wrote more and were more descriptive, I still found ways they could improve their pieces. I praised them for what they did do well and then moved on to possible sentences they could include using senses. One seemed eager to add more description and the other seemed reluctant, but did add one insert about how the cold made his legs stiff. I wasn’t sure if I should have pushed him to do more. His story was great and wasn’t in need of gobs more, but I felt I was blowing his confidence by saying much. He seemed to know he was a good writer.
In regards to the multi-genre research paper, I have been quite involved with my sources. Some I’ve found to be a little outside of my topic and I had to find others to supplement the originals. I have focused on what I need from the valuable sources I’ve found and pulled out all that I can to make my paper more accurate and interesting. It has been a pleasure reading many of the journals concerned with my particular topic. I’m looking forward to continue my work to make it the most informative and compelling that it can be.
In regards to the multi-genre research paper, I have been quite involved with my sources. Some I’ve found to be a little outside of my topic and I had to find others to supplement the originals. I have focused on what I need from the valuable sources I’ve found and pulled out all that I can to make my paper more accurate and interesting. It has been a pleasure reading many of the journals concerned with my particular topic. I’m looking forward to continue my work to make it the most informative and compelling that it can be.
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