Tall, bearded smile full of laughter
Swing low, sweet chariot
Strong arms covered with a pearl snap work shirt
Coming for to carry you home
Riding in the truck down a quaint country road
Swing low, sweet chariot
Windows down, no a/c, wind blowing through my hair
Coming for to carry me home
Munching on a BabyRuth candy bar, headed to the pasture
Swing low, sweet chariot
Calm, patient, gentle hands weaving through the cattle, pouring dust upon their backs
Coming for to carry you home
Tuesday, July 31, 2007
Wednesday, July 25, 2007
Developing Characters
Bluebonnet Writing Project
Teaching Demonstration
Title of the Book: Farfallina & Marcel
Author: Holly Keller
Illustrator: Holly Keller
Publishing Information: “Green Willow Books” HarperCollins Publishers
ISBN: 0-06-623932-X
Suggested Grade Level: Intermediate
Goal: Students will be able to identify and understand the importance of character development within stories. Not only will they be able to identify character elements but students will apply characterization to their own writings.
Objectives: Students will listen to the story, decipher what types of characters are being presented, complete character maps within groups, and incorporate character elements into their own personal narrative.
TEKS:
4.10 (L): represent text information in different ways such as in outline, timeline, or graphic organizer
4.12 (H): analyze characters, including their traits, motivations, conflicts, point of view, relationships, and changes they undergo.
4.15 (C): write to inform such as to explain, describe, report, or narrate
Research Supporting this Lesson:
By using picture books, the teaching of literary elements is accessible to all students regardless of age and reading ability. The illustrations and text encourage students to connect their reading and writing experiences in the creation and revision process.
Lester Laminack supports this when he writes, "the presence of both artfully crafted language and detailed art [in picture books] provides the young reader with cues for constructing meaning" (37).
Laminack, Lester L. 1998. Volunteers Working with Young Readers. Urbana, IL: NCTE.
Procedures:
1. Have students come up with an adjective that starts with the same letter as their first name to describe themselves.
2. Students will then get into groups of four and introduce their new name and learn the name of others in the group. Repeat two-three times until names are remembered. Do you think that adjective is the only description of that person? Could there be more descriptions used to describe each classmate? If so what type of descriptions?
3. Pull up character map on computer to give an example of a more detailed example of character development. Discuss the elements used to describe a character.
4. After discussing the elements of a character, groups will select one member to analyze physical, personality and emotional traits. Each group will share the elements of their member with the rest of the class, while the class guesses the member.
5. Read book to class without showing any pictures. Students must listen carefully so that they can figure out what kinds of animals are being used in the story.
6. After reading discuss what types of animals the characters were and what information provided their answer. So, if those would not have been there would you have understood the character?
7. Have groups complete a character map about Farfallina or Marcel using the computer:
http://www.readwritethink.org/materials/storymap/index.html
*Discuss the use of dialogue as a way to include character elements.
8. Have students think of a time when they grew apart from someone very special. Students will then complete a character map describing that special someone.
9. Students will then write a narrative about why or how they grew apart, while using character descriptions including dialogue.
10.Students will then share with group members. Group members will listen to see if they can get a true understanding of the characters in the story, then share their findings.
11. If time permits have students pick another person’s narrative and make an illustration based on what they read in the story.
Reading/Writing/Drawing Connection:
1. Use a picture book to discuss the importance of character development within a story.
2. Write a story about a time when you felt abandoned by a special someone.
3. Draw an illustration based on another student’s narrative.
Discussion Protocol:
What did you learn about character development from this lesson?
What was your favorite activity from this lesson?
How will you incorporate character development into your own writing?
Extension/Service Projects:
1. Students can create a skit including dialogue to act out their stories.
2. Students may create a board game based on the possible life of the characters.
3. Write in a diary about the day in the life of the character.
4. Have students pull out a past narrative and trade with a partner, partner will to fill out character map to show how well the author described the character, have students discuss what is good about the story and what can be added.
Teaching Demonstration
Title of the Book: Farfallina & Marcel
Author: Holly Keller
Illustrator: Holly Keller
Publishing Information: “Green Willow Books” HarperCollins Publishers
ISBN: 0-06-623932-X
Suggested Grade Level: Intermediate
Goal: Students will be able to identify and understand the importance of character development within stories. Not only will they be able to identify character elements but students will apply characterization to their own writings.
Objectives: Students will listen to the story, decipher what types of characters are being presented, complete character maps within groups, and incorporate character elements into their own personal narrative.
TEKS:
4.10 (L): represent text information in different ways such as in outline, timeline, or graphic organizer
4.12 (H): analyze characters, including their traits, motivations, conflicts, point of view, relationships, and changes they undergo.
4.15 (C): write to inform such as to explain, describe, report, or narrate
Research Supporting this Lesson:
By using picture books, the teaching of literary elements is accessible to all students regardless of age and reading ability. The illustrations and text encourage students to connect their reading and writing experiences in the creation and revision process.
Lester Laminack supports this when he writes, "the presence of both artfully crafted language and detailed art [in picture books] provides the young reader with cues for constructing meaning" (37).
Laminack, Lester L. 1998. Volunteers Working with Young Readers. Urbana, IL: NCTE.
Procedures:
1. Have students come up with an adjective that starts with the same letter as their first name to describe themselves.
2. Students will then get into groups of four and introduce their new name and learn the name of others in the group. Repeat two-three times until names are remembered. Do you think that adjective is the only description of that person? Could there be more descriptions used to describe each classmate? If so what type of descriptions?
3. Pull up character map on computer to give an example of a more detailed example of character development. Discuss the elements used to describe a character.
4. After discussing the elements of a character, groups will select one member to analyze physical, personality and emotional traits. Each group will share the elements of their member with the rest of the class, while the class guesses the member.
5. Read book to class without showing any pictures. Students must listen carefully so that they can figure out what kinds of animals are being used in the story.
6. After reading discuss what types of animals the characters were and what information provided their answer. So, if those would not have been there would you have understood the character?
7. Have groups complete a character map about Farfallina or Marcel using the computer:
http://www.readwritethink.org/materials/storymap/index.html
*Discuss the use of dialogue as a way to include character elements.
8. Have students think of a time when they grew apart from someone very special. Students will then complete a character map describing that special someone.
9. Students will then write a narrative about why or how they grew apart, while using character descriptions including dialogue.
10.Students will then share with group members. Group members will listen to see if they can get a true understanding of the characters in the story, then share their findings.
11. If time permits have students pick another person’s narrative and make an illustration based on what they read in the story.
Reading/Writing/Drawing Connection:
1. Use a picture book to discuss the importance of character development within a story.
2. Write a story about a time when you felt abandoned by a special someone.
3. Draw an illustration based on another student’s narrative.
Discussion Protocol:
What did you learn about character development from this lesson?
What was your favorite activity from this lesson?
How will you incorporate character development into your own writing?
Extension/Service Projects:
1. Students can create a skit including dialogue to act out their stories.
2. Students may create a board game based on the possible life of the characters.
3. Write in a diary about the day in the life of the character.
4. Have students pull out a past narrative and trade with a partner, partner will to fill out character map to show how well the author described the character, have students discuss what is good about the story and what can be added.
Thursday, July 19, 2007
Small Wonders
As a rancher's daughter growing up near a small rural town I had all the amenities nature could provide. An adventurous stroll down by the creek into the mystical (in my mind) wooded area was an everyday activity. Even as a typical teenager I would find myself venturing out to see what new things I could discover. It wasn't until I moved away for college that I realized how lucky I was to have had such a wonderful "backyard". I quickly began to miss my expeditions into the great outdoors; you can't ask for much more than to be one with nature. Nature might just be the most peaceful, precious, unpredictable, honest, and underappreciated attribute to our world.
During my serene walk through the River Legacy Park my memories of days ago wandered back into my mind. The cascading song of the locust played continuously as I walked across the forest floor, reminding me for the first time that I have yet to catch one this summer. I had also forgotten how captivating the dragonfly could be; a soothing sensation came over me as my new found friend searched for a place to take a rest. Surprisingly, dragonfly's best friend butterfly was fluttering around from flower to flower. Yes, it is true that many of us can see these two beautiful insects anywhere, but do you see them amongst the vast trees shielded from the chaotic hustle and bustle of that thing we call life? I think not. You truly can't appreciate them until you are in their refreshing "true" element.
Hesitating leaving behind the two friends' entertainment I slowly continued on the path ahead to discover the luscious green land full with trees. A brief stop at the creek caught me magnifying the area to discover the "original weaver", the spider and his wondrous web of wonder. I was fascinated by his structure. I warped back into my childhood self as my journey continued. I took a deeper look into every tree, bug, flower, seed, bird and sound as if they were brand new. I was in heaven watching the small wonders that make up nature.
Sad, but true I realized while on my drive home that even this "country girl" had wandered away from her love of nature. So, if I can stray from the joys of nature, then those who have never known the joys may never find it. With this being said, I realized how underappreciated and overlooked our precious natural environment is, but with more inspiring people like those at River Legacy maybe the awareness of our "small wonders" will be taken to a new level. Luckily, I have been reacquainted with my old love and now I am newly inspired to share with others.
During my serene walk through the River Legacy Park my memories of days ago wandered back into my mind. The cascading song of the locust played continuously as I walked across the forest floor, reminding me for the first time that I have yet to catch one this summer. I had also forgotten how captivating the dragonfly could be; a soothing sensation came over me as my new found friend searched for a place to take a rest. Surprisingly, dragonfly's best friend butterfly was fluttering around from flower to flower. Yes, it is true that many of us can see these two beautiful insects anywhere, but do you see them amongst the vast trees shielded from the chaotic hustle and bustle of that thing we call life? I think not. You truly can't appreciate them until you are in their refreshing "true" element.
Hesitating leaving behind the two friends' entertainment I slowly continued on the path ahead to discover the luscious green land full with trees. A brief stop at the creek caught me magnifying the area to discover the "original weaver", the spider and his wondrous web of wonder. I was fascinated by his structure. I warped back into my childhood self as my journey continued. I took a deeper look into every tree, bug, flower, seed, bird and sound as if they were brand new. I was in heaven watching the small wonders that make up nature.
Sad, but true I realized while on my drive home that even this "country girl" had wandered away from her love of nature. So, if I can stray from the joys of nature, then those who have never known the joys may never find it. With this being said, I realized how underappreciated and overlooked our precious natural environment is, but with more inspiring people like those at River Legacy maybe the awareness of our "small wonders" will be taken to a new level. Luckily, I have been reacquainted with my old love and now I am newly inspired to share with others.
Tuesday, July 17, 2007
Theory, Politics, Hope and Action
I am aware of all the issues that are involved because of litigation, rules and stipulations, but this article was a wonderful eye opener. I think it is sad when we place a student who obviously can't speak english into a regular class room expecting them to prevent themselves from drowning. It is not fair. My biggest pet peeve about teaching is the standardized testing. I understand the need for it, but I don't agree with the emphasize and judgement that is put on it. When you live in a society where 10 year old straight A students are so worried that they are going to "fail" a test that they have a mental breakdown, then you know that things could be improved.
Tolerating Intolerance: Resisting the Urge to Silence Student Opinion in the Writing Classroom
Wow, is the word that first comes to mind after reading this article. "Hats off" to her for having the courage to withstand that semester. She has an extremly good point. If she had not let him share his opinion, he probably would have lost respect for his classmates and professor. I was shocked about how candid all of his classmates were when he present his paper. The most interesting thing about this article is how he valued his own writing and his contribution to his classmates. That is pretty cool.
Authenticity in Writing Prompts
I think that anyone including adults prefer to have a writing prompt that is relevant to them in some shape, form or fashion. I know that in college if I had a prompt that had nothing to do with anything I found interesting, I really did put a lot of effort into writing my essay. I always try to use writing prompts that will relate to my students. Sometimes, I have to help them relate the prompt to their life. After they see the relation then the light bulb goes off and they enjoy writing.
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