What is Modern Fantasy?
Modern Fantasy is when authors create and or alter one or more characteristics of everyday reality; which are to be amoung the most valuable literature selections for children.
Design a unique activity for your book. Describe it.
"The Ghost of Fossil Glen" - The main character is being pursued by a ghost. Her friend calls her a liar and doesn't want to hear "stuff like that." But her old pal, listens eagerly as she tells him about the voice that guides her down a steep cliff side, the girl she imagines who begs, "Help me," and a terrible nightmare in which that girl falls to her death. Who is that girl? Is she the ghost? And what does the ghost want from her?
Book cover "The Petrified Shadow" with lots of color
Directions: I would provide the students with all the arts and crafts they would need to create their own river/cliff to mirror the story.
Step 1 - Read the story aloud to the students
Step 2 - Discuss the story and ask questions, did they like the ending, would it be scary during the day time, etc...
Step 3 - ask that they write their own story about the highest cliff with some drawings of the cliff and the river
Step 4 - have the students share their experience with the class
Step 5 - if permitted students can do some rock climbing at the "rock climbing" rental to experience the height of the cliff.
Saturday, March 28, 2009
Friday, March 27, 2009
David Castillo edrg-3344
MGP Outline
"Land Formations"
I. Narrative - letter
a. Types of Lands (mountains, plains, deserts, islands)
II. Expository - Data Charts
a. Information on how land formation occur
III. Persuasive - Pamphlet
a. facts on land formations
IV. Descriptive - Observations/Comparisons
a. comparisons of land formations
My MGP is for 3rd or 4th grade level.
"Land Formations"
I. Narrative - letter
a. Types of Lands (mountains, plains, deserts, islands)
II. Expository - Data Charts
a. Information on how land formation occur
III. Persuasive - Pamphlet
a. facts on land formations
IV. Descriptive - Observations/Comparisons
a. comparisons of land formations
My MGP is for 3rd or 4th grade level.
Friday, March 20, 2009
David Castillo edrg-3344
Definition of Talk.
The chapter defines "talk" as four types of activities: conversation, aesthetic, efferent, and dramatic are important for developing children's talk and it also complements students written language development. According to Heath (1983) that the four types of talk is necessary ingredient for learning.
Why is talking beneficial in the classroom?
Research shows that students benefit from participating in talk activities for both social and academic purposes throughout the school day and that talk is a necessary ingredient for learning.
Give example of talk in the classroom.
Some examples of talk in the classroom are as follow:
Aesthetic talk - students use this form of talk to respond to literature and to deepen their comprehension of books they are reading. Grand Conversations - students dig deeper into a story and deepen their comprehension about literature reading in literature focus units and literature circles. Asking Questions - both the students and teachers ask questions to stimulate conversation and deepen understanding.
The chapter defines "talk" as four types of activities: conversation, aesthetic, efferent, and dramatic are important for developing children's talk and it also complements students written language development. According to Heath (1983) that the four types of talk is necessary ingredient for learning.
Why is talking beneficial in the classroom?
Research shows that students benefit from participating in talk activities for both social and academic purposes throughout the school day and that talk is a necessary ingredient for learning.
Give example of talk in the classroom.
Some examples of talk in the classroom are as follow:
Aesthetic talk - students use this form of talk to respond to literature and to deepen their comprehension of books they are reading. Grand Conversations - students dig deeper into a story and deepen their comprehension about literature reading in literature focus units and literature circles. Asking Questions - both the students and teachers ask questions to stimulate conversation and deepen understanding.
David Castillo edrg-3321
Give one super sentence definition of traditional literature?
Traditional Literature can be in a form of folktales, fables, myths, and legends that have been passed down from generation to generation by word of mouth and can be expressed as animal characters who regain human form for children to enjoy.
How can you use Traditional Literature in a classroom?
As future teachers we can get very creative, such as have the students create models of a certain book fore example the "Three Little Pigs" they can build the three different little homes and have the wolf and each little pig by their home. Also, write their own play and act it out for the class. Students can change the play, such as maybe each little pig being asked to come in the house, etc.....
Will you use Traditional in you classroom why or why not?
I would definitely use Traditional Literature in my classroom. This would allow the children to create their own settings of the story and their imagination will take them to other geographical parts of our world.
Traditional Literature can be in a form of folktales, fables, myths, and legends that have been passed down from generation to generation by word of mouth and can be expressed as animal characters who regain human form for children to enjoy.
How can you use Traditional Literature in a classroom?
As future teachers we can get very creative, such as have the students create models of a certain book fore example the "Three Little Pigs" they can build the three different little homes and have the wolf and each little pig by their home. Also, write their own play and act it out for the class. Students can change the play, such as maybe each little pig being asked to come in the house, etc.....
Will you use Traditional in you classroom why or why not?
I would definitely use Traditional Literature in my classroom. This would allow the children to create their own settings of the story and their imagination will take them to other geographical parts of our world.
Sunday, March 8, 2009
David Castillo edrg3321
What are picture books? When can you use them? How? Are there any limitations?
A picture book is an art form that combines visual and verbal narratives in a book format. A true picture book tells the story both in words and pictures, but with the understanding the pictures are more important than words. Picture books are most often aimed at young children and while some may have very basic language especially designed to help children develop their reading skills, most are written with vocabulary a child can understand but not necessarily read. There are some picture books written with older children in mind, developing themes or topics that are appropriate for children even into early adolescence. As for limitation, I would have to say maybe through middle school.
How do you evaluate or select a picture book? What is the process?
The text should be energetic. Look for artwork such as illustrations, theme that is vivid that children can recognize. In terms of construction, the books should be durable with rounded corners and also should be small enough so that children can handle the book and turn the pages easily and of course age and reading level.
Personal views on picture books. Like or No likey? Why? Use or no usey? Why?
As I reflect back on my son's picture books, I have to say that I've enjoyed them and encourage our school teachers and parents to continue using picture books. Picture books are appropriate for a broad range of interests and reading levels spanning from pre-school through middle school. These types of books are characterized by their bountiful illustrations and memorable characters, themes, numbers after all picture books tell a story and are meant to be read aloud.
A picture book is an art form that combines visual and verbal narratives in a book format. A true picture book tells the story both in words and pictures, but with the understanding the pictures are more important than words. Picture books are most often aimed at young children and while some may have very basic language especially designed to help children develop their reading skills, most are written with vocabulary a child can understand but not necessarily read. There are some picture books written with older children in mind, developing themes or topics that are appropriate for children even into early adolescence. As for limitation, I would have to say maybe through middle school.
How do you evaluate or select a picture book? What is the process?
The text should be energetic. Look for artwork such as illustrations, theme that is vivid that children can recognize. In terms of construction, the books should be durable with rounded corners and also should be small enough so that children can handle the book and turn the pages easily and of course age and reading level.
Personal views on picture books. Like or No likey? Why? Use or no usey? Why?
As I reflect back on my son's picture books, I have to say that I've enjoyed them and encourage our school teachers and parents to continue using picture books. Picture books are appropriate for a broad range of interests and reading levels spanning from pre-school through middle school. These types of books are characterized by their bountiful illustrations and memorable characters, themes, numbers after all picture books tell a story and are meant to be read aloud.
David Castillo edrg3344
Definition of Listening (part 1)
Listening is "the most used and perhaps the most important of the language (and learning) arts", yet a complex, interactive process by which spoken language is converted to meaning. There are four (4) types of listening: First is Discriminative listening, as an adult we pick and choose information based only on our interest. Students can be very discriminative with chapter texts by only concentrating on the bold face print. Second is Aesthetic listening, people listen to a speaker or reader when listen for enjoyment. Occasionally, I'll tune in to a TV channel where an author is reading his/her book aloud and is also interesting to see how many people attend these functions. Third is Efferent Listening, people listen to understand a message and a good example of this is probably that of taking notes. People can take notes to only identify the main points and based with only the their notes they then can organize an outline of information in order to remember it. Fourth is Critical listening, people listen critically to evaluate a message or instructional information. This process is often used for debating.
What was the most challenging part of the debate? Why? What aspects of listening did you use? (part 2)
First of all we were too many to have an effective debate. Therefore, I would have to say the most challenging part of the debate was trying to focus on what they were trying to tell our team. It was difficult to listen carefully and write down some of their major points so that our team could debate. I feel that I/team used all four types of the listening aspects and probably the aesthetic was my favorite since both teams enjoyed the debate.
Choice Words chpt. 2 "teacher talk" (part 3)
I'm going to go with "What kind of text is this?" This opens a conversation about classifying things, including articulating the logic of the classification. The reason I like this one is because it reminds me of when my son began coloring, he would always show me his coloring or drawing and as a parent you would always say "it is beautiful", however; I would ask him "what do you think?" and this would turn into a lengthy conversation on analyzing the colors the shapes outside the lines and etc... So, as parents and teachers don't just respond with good job throw the question back to your child or student.
Listening is "the most used and perhaps the most important of the language (and learning) arts", yet a complex, interactive process by which spoken language is converted to meaning. There are four (4) types of listening: First is Discriminative listening, as an adult we pick and choose information based only on our interest. Students can be very discriminative with chapter texts by only concentrating on the bold face print. Second is Aesthetic listening, people listen to a speaker or reader when listen for enjoyment. Occasionally, I'll tune in to a TV channel where an author is reading his/her book aloud and is also interesting to see how many people attend these functions. Third is Efferent Listening, people listen to understand a message and a good example of this is probably that of taking notes. People can take notes to only identify the main points and based with only the their notes they then can organize an outline of information in order to remember it. Fourth is Critical listening, people listen critically to evaluate a message or instructional information. This process is often used for debating.
What was the most challenging part of the debate? Why? What aspects of listening did you use? (part 2)
First of all we were too many to have an effective debate. Therefore, I would have to say the most challenging part of the debate was trying to focus on what they were trying to tell our team. It was difficult to listen carefully and write down some of their major points so that our team could debate. I feel that I/team used all four types of the listening aspects and probably the aesthetic was my favorite since both teams enjoyed the debate.
Choice Words chpt. 2 "teacher talk" (part 3)
I'm going to go with "What kind of text is this?" This opens a conversation about classifying things, including articulating the logic of the classification. The reason I like this one is because it reminds me of when my son began coloring, he would always show me his coloring or drawing and as a parent you would always say "it is beautiful", however; I would ask him "what do you think?" and this would turn into a lengthy conversation on analyzing the colors the shapes outside the lines and etc... So, as parents and teachers don't just respond with good job throw the question back to your child or student.
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