Dinner With Unlikely Guests:
My guest list:
My Sister, Lisa
My Cousin, Aaron
Reese Witherspoon, Actress
King David, from the Bible
Maya Hanna
Priscilla Rodriguez
I have just set everyone down to dinner. I made an Italian dish: Wheat pasta with vegetable –olive oil sauce, garlic bread and a side salad with balsamic vinegar dressing.
Me: Everyone; I hope you enjoy the meal but first let us bless the food…King David, Sir…would you do the honors and…
King David: Do you really have to ask? Father, we ask that you bless this food we are about to consume…mmm…it smells so delicious Lord. Thank you. I am so overwhelmed with anticipation, I could just dance. [He starts to stand up]
Me: Well, I am flattered you are excited to eat.
Priscilla: Yes, I have read in the Bible how you did an undignified dance before the presence of God.
Maya: What did he do that was so undignified?
Cousin Aaron: Well, [clears throat] he danced in his birthday suit.
King David: I had no shame. My wife Michal thought it was distasteful that I de-robed myself before the City of Jerusalem, but I couldn’t help it. I was celebrating the Lord and became humbled myself in my own eyes; me the King showed reverence to the King of all, with no shame.
Cousin Aaron: That’s cool! Last time I became undignified it was because I lost a bet. I had to run around McDonalds…humbled” in my own eyes”.
Maya: Oh boy! How old are you anyway? You remind me so much of one of my cousins.
Sister Lisa: He is 17 but he has a mind of a 10 year-old.
Reese Witherspoon: My Daughter, Ava is 10. Maybe you two could be playmates. [she giggles] Or maybe not.
Cousin Aaron: Hahaha. [sarcastically] I am a man; one who likes to have adventures.
Sister Lisa: Yeah, like that one time you wanted to see what would happen when you farted near a lit match…let’s just say you were unable to sit down for a month.
Maya: You do remind me of my cousin Joe. He is such a character! I don’t think he ever tried that trick though. He’s smarter than that.
Priscilla: Do you ever watch America’s Funniest Home Videos? Oh they have the most hilarious takes!
Me: I really liked the one where a baby is being baptized and he pees in the baptismal water.
Reese Witherspoon: My kids haven’t gotten baptized. Is that wrong?
Priscilla: No. Jesus didn’t get baptized until he was of the age of 30. It should ultimately be one’s decision if they want to, and when they are ready for the commitment.
Sister Lisa: I still need to get baptized, and I’m 17. I am waiting for the right moment. By the way Reese, how do you keep such a nice figure?
Reese Witherspoon: I could say that I eat all the right foods and exercise to keep off the weight…
Maya: Lipo! I knew it!
Reese Witherspoon: Hey. I never said it…you are assuming.
Me: So how do you keep your weight off?
Reese Witherspoon: My lips are sealed; Hollywood secret. Shhh! If I told you every actress would be exposed and shamed. I am preparing for a role in an upcoming film. The story line is so twisted and scandalous; it seems like a never-ending soap opera with a bundle of drama. Typical “chick- flick”.
King David: They should recreate a story of my life. [He looks at Reese] Have you read the good book? I was a giant-slaying, fugitive, infidel-murderer who bore children who one in particular had relations with his sister, and his brother murdered him because of it. Yes, this is but a synopsis of my life. It is, what you would call “drama”.
Sister Lisa: Woah! I forgot about all that. I haven’t read the book of Samuel …Samuels in awhile.
Priscilla: That would make a great movie. It will show a real portrayal of your life, King David and how God showed you grace thru it all.
Cousin Aaron: Yeah! I would go see it. Sex, betrayal, lust, murder…sounds like a movie I wouldn’t mind seeing.
King David: Just remember, just because I lived that lifestyle doesn’t make it an excuse for you to. I learned my lesson and with God’s hand I endured thru it all. You are still young; seek him while you still can.
Me: I hope everyone enjoyed their dinner. [I bring out dessert] I bought it at the store. It is so delicious and so sensual it is hard to resist. The people at the bakery named it Bathsheba Cake. Who wants some? (pause) Ooops!
[I look at King David after I realized what came out of my mouth]
Everyone looks at him and they all laugh together, including the King.
Sunday, May 3, 2009
Sunday, April 26, 2009
Blog...
Historical Fiction:
Books that are considered historical fiction are those in which settings and scenes are set in the past, that may have non-fictional characters but the story itself is fictional. Historical fiction books must have
1.) A creadible plot
2.) Historical authenticity
3.) Realistic setting
4.) Themes used within book fits with setting and plot
5.) The language used must fit with the time period
6.) Connects reader with the past
The genre of historical fiction came along as a result of the Romantic Movement in the 19th century. This genre became popular pre- WWI and its popularity declined post- WWI. One of the pioneers of historical fiction was James Fenimore Cooper, who wrote The Last of the Mohicans. I have not read the book but I ABSOLUTELY LOVE the movie. Although it was a film I experienced, I felt as if I was in it, experiencing what the characters experienced; it is just the same when getting into a historical book. When you submerge yourself into an event that actually happened, you can relate to it and empathize with the characters. This genre gives insight to the readers as they take a look into the past.
I will enjoy introducing Historical Fiction to my students. I had an activity in mind…
I would chose a book that they class would assign to read, give them background information about the book and its time period, then I would have them research that specific time period. Each student would have to attain knowledge of the time so the book would already seem familiar to them, as they read. As students read, I would have them either concoct a character or use themselves to interject within the story; keeping the language, storyline and time period with that of the book. I would have them keep of log of the events and what their character did throughout the story. At the conclusion of the book, I would have each student create a summarized version of the book including their character, and present it to the class. I would have them answer questions such as: “Did your character play an important part in the history of the book?” “How much of an importance did he/she have to the book?” “If your character could have changed history, what would he/she do?” “Although history is in the past, can you at your current state be a history maker? If yes what could you do?”
I think by allowing the students to become involved in the historical fiction genre, they can relate to tragedy and heartache, joy and happiness, and learning from past mistakes in order to make a difference in the world. Maybe one day a historical fiction book will be written concerning them one day.
Books that are considered historical fiction are those in which settings and scenes are set in the past, that may have non-fictional characters but the story itself is fictional. Historical fiction books must have
1.) A creadible plot
2.) Historical authenticity
3.) Realistic setting
4.) Themes used within book fits with setting and plot
5.) The language used must fit with the time period
6.) Connects reader with the past
The genre of historical fiction came along as a result of the Romantic Movement in the 19th century. This genre became popular pre- WWI and its popularity declined post- WWI. One of the pioneers of historical fiction was James Fenimore Cooper, who wrote The Last of the Mohicans. I have not read the book but I ABSOLUTELY LOVE the movie. Although it was a film I experienced, I felt as if I was in it, experiencing what the characters experienced; it is just the same when getting into a historical book. When you submerge yourself into an event that actually happened, you can relate to it and empathize with the characters. This genre gives insight to the readers as they take a look into the past.
I will enjoy introducing Historical Fiction to my students. I had an activity in mind…
I would chose a book that they class would assign to read, give them background information about the book and its time period, then I would have them research that specific time period. Each student would have to attain knowledge of the time so the book would already seem familiar to them, as they read. As students read, I would have them either concoct a character or use themselves to interject within the story; keeping the language, storyline and time period with that of the book. I would have them keep of log of the events and what their character did throughout the story. At the conclusion of the book, I would have each student create a summarized version of the book including their character, and present it to the class. I would have them answer questions such as: “Did your character play an important part in the history of the book?” “How much of an importance did he/she have to the book?” “If your character could have changed history, what would he/she do?” “Although history is in the past, can you at your current state be a history maker? If yes what could you do?”
I think by allowing the students to become involved in the historical fiction genre, they can relate to tragedy and heartache, joy and happiness, and learning from past mistakes in order to make a difference in the world. Maybe one day a historical fiction book will be written concerning them one day.
Sunday, April 12, 2009
Blog 8
My super sentence definition of contemporary realistic fiction is... "a genre that is comprised of a plot, characters, and a setting that is realistic but the storyline remains fictional; the super natural and unimaginable does not exit in contemporary realistic fiction."
Contemporary realistic fiction books were commonly used in my middle schoool through high school classes. I can vagely remember some activities we completed concerning this genre. In my classroom I would have my students identify with a character in a class-read book and make a diary, placing themelves in the character's position. I would have them consider questions such as:
How do you think the character feels?
What emotions would the character bear"
What could be affecting them internally?
After considering these questions I would encourage them to "become" the chracter and write in their diaries for every chapter in the book. This is an activity will assist them in identifying with a specific character, so that they could involve themselves in the book and emerge into the situation. Not only will they gain a better understanding of the book, but it would teach them how to deal with situations they have never encountered, in which they might encouter in the future.
Introducing contemporary realistic fiction to a classroom is important because children are enlightened to another world that may seem foriegn to them...the world of realism (whether it be pleasant or saddening).
Contemporary realistic fiction books were commonly used in my middle schoool through high school classes. I can vagely remember some activities we completed concerning this genre. In my classroom I would have my students identify with a character in a class-read book and make a diary, placing themelves in the character's position. I would have them consider questions such as:
How do you think the character feels?
What emotions would the character bear"
What could be affecting them internally?
After considering these questions I would encourage them to "become" the chracter and write in their diaries for every chapter in the book. This is an activity will assist them in identifying with a specific character, so that they could involve themselves in the book and emerge into the situation. Not only will they gain a better understanding of the book, but it would teach them how to deal with situations they have never encountered, in which they might encouter in the future.
Introducing contemporary realistic fiction to a classroom is important because children are enlightened to another world that may seem foriegn to them...the world of realism (whether it be pleasant or saddening).
Sunday, April 5, 2009
Poem Blog
MICE- MICE- MICE
For those small, creepy furry mice- I do not care
they are all rude, and inconciderate
When they climb up my chair
Especially when I'm eating
A bowl of rice
Oh, I just despise those dirty, rotten mice
I dreamt last night
of having mice as pets
they escaped their home
and i tried to catch them with nets
As I awoke in a fright
I looked on my hand
And there I saw the furry (not my) friend
It was a mouse, nuzzled close to my finger
And I stared at it as it just lingered
It did not scurry, it did not bite
Having it close to me actually felt right
It was then that I realized I was no longer afraid
I had to quickly clean the areas I sprayed with raid
I found a friend in a furry little creature
That's why I'm writing this poem to my teacher
And then I realized I had found a new furry friend
For those small, creepy furry mice- I do not care
they are all rude, and inconciderate
When they climb up my chair
Especially when I'm eating
A bowl of rice
Oh, I just despise those dirty, rotten mice
I dreamt last night
of having mice as pets
they escaped their home
and i tried to catch them with nets
As I awoke in a fright
I looked on my hand
And there I saw the furry (not my) friend
It was a mouse, nuzzled close to my finger
And I stared at it as it just lingered
It did not scurry, it did not bite
Having it close to me actually felt right
It was then that I realized I was no longer afraid
I had to quickly clean the areas I sprayed with raid
I found a friend in a furry little creature
That's why I'm writing this poem to my teacher
And then I realized I had found a new furry friend
Thursday, March 26, 2009
BLog #7
Modern Fantasy:
Modern Fantasy is defined as literature that is set in the real world; the author alters one or more characteristics of everyday reality. This literature genre derives from ancient mythology; do the names of these Greek, mythological gods sound familiar: Zeus, Athena, Hades, Hercules. You probably remember them from the Disney cartoon, Hercules. Using legends and myths from long ago can help stimulate imagination and creativity. One of the first Modern Fantasy books was The Odyssey by Homer. I recall reading some of this book during my ninth grade Honors English class. I don’t remember every detail within the bounds of the covers, but I do remember being excited to flip the next page. It is a fun experience to travel to a world in which its reality IS NOT THE NORM. Anything is possible; there are no bounds. I loved reading James in the Giant Peach. The story starts out (it has been awhile since I read it) in reality, then jolts the reader into this alter- world. In the alter- world of modern fantasy books, the unbelievable is believable, the intangible become tangible and the unkown is evident.
One of my all-time favorite movies is The Pagemaster. It is set in a time where libraries are ancient and books are of no interest to children; their only use it to collect dust and disintegrate into the dirt. However a young boy stumbles upon three adventurous books and becomes a part of their reality, rather than his own. Due to his discovery of the magical world of books and how they became a part of his reality, his love and respect for these stories grew indefinitely.
Fun Classroom Activity:
I would have each child write down the following…
· Think of a make-believe place
· What creatures/animals (fictional or real) could be found in your land?
· What is the climate like?
· What could you find there on your land/island/planet?
· What is your place’s name
I would have the students draw illustrations of their make believe place. After gathering their written information I would have them concoct a main character; one whom despises reading books, and who would rather play video games. I would then write a story using their information and illustrations about a child who gets trapped in a book and travels to all sort of places and encounters different creatures and animals. I would have it bound and give a copy to each student. In this they have validly of their capability of adding ideas to a storyline by using their imagination. I would dedicate a day to read the story, discuss and share. I suppose this would be an appropriate activity for a third grade class.
I enjoyed learning about Modern Fantasy and definitely look forward to using teaching methods for this genre.
Modern Fantasy is defined as literature that is set in the real world; the author alters one or more characteristics of everyday reality. This literature genre derives from ancient mythology; do the names of these Greek, mythological gods sound familiar: Zeus, Athena, Hades, Hercules. You probably remember them from the Disney cartoon, Hercules. Using legends and myths from long ago can help stimulate imagination and creativity. One of the first Modern Fantasy books was The Odyssey by Homer. I recall reading some of this book during my ninth grade Honors English class. I don’t remember every detail within the bounds of the covers, but I do remember being excited to flip the next page. It is a fun experience to travel to a world in which its reality IS NOT THE NORM. Anything is possible; there are no bounds. I loved reading James in the Giant Peach. The story starts out (it has been awhile since I read it) in reality, then jolts the reader into this alter- world. In the alter- world of modern fantasy books, the unbelievable is believable, the intangible become tangible and the unkown is evident.
One of my all-time favorite movies is The Pagemaster. It is set in a time where libraries are ancient and books are of no interest to children; their only use it to collect dust and disintegrate into the dirt. However a young boy stumbles upon three adventurous books and becomes a part of their reality, rather than his own. Due to his discovery of the magical world of books and how they became a part of his reality, his love and respect for these stories grew indefinitely.
Fun Classroom Activity:
I would have each child write down the following…
· Think of a make-believe place
· What creatures/animals (fictional or real) could be found in your land?
· What is the climate like?
· What could you find there on your land/island/planet?
· What is your place’s name
I would have the students draw illustrations of their make believe place. After gathering their written information I would have them concoct a main character; one whom despises reading books, and who would rather play video games. I would then write a story using their information and illustrations about a child who gets trapped in a book and travels to all sort of places and encounters different creatures and animals. I would have it bound and give a copy to each student. In this they have validly of their capability of adding ideas to a storyline by using their imagination. I would dedicate a day to read the story, discuss and share. I suppose this would be an appropriate activity for a third grade class.
I enjoyed learning about Modern Fantasy and definitely look forward to using teaching methods for this genre.
Thursday, March 19, 2009
Blog# 6
Traditional Literature:
In my opinion, the definition for traditional literature is that composed of narrated, generational stories (transmitted through oral storytelling) comprised of folklores (adventurous tales ), fables (animal characters take on human characteristics), myths (natural phenomena including human emotion and experience) and legends (narrated historical truth).
Traditional literature is a genre of literature that is introduced to almost every child at an age of lasting impression. You could inquire any American child about the story "Cinderella" and they would most likely be able to tell you what the story was about. There are ojects within a story that help foster the child's recollection of that particular story. "The Princess and the Pea" consists of a pile of mattresses and a pea; “Cinderella” has a glass slipper and a fairy god-mother; “The Tortoise and the Hare” is about a race between a cocky rabbit and a determined turtle. When I was read to growing up, traditional literature was the genre of stories I was read to the most. I could recall what happened within the pages of these fascinating books. I could especially remember fables because there was always a moral at the end of the story; my mother would always somehow include the moral of the story as a lesson to a previous mistake I committed. (I was a bad child… no, actually I was just curious and often my curiosity got me into trouble. That’s when Fables came to my mom’s aid; she was greatly appreciated them, alongside every other strict parent).
Bringing traditional literature into a classroom would be interesting for both the students and the teacher. When learning new concepts, one has to become familiar with what is being studied. Fortunately, everyone has experienced this type of literature at a young age, therefore it would be easier to exercise creativity when discussing traditional literature. Here are my concepts and lessons concerning traditional literature:
Concepts and Lessons:
When studying various works I would distribute the four types of traditional literature (folklores, fables, myths and legends) amongst four groups of students. I would then have them read and examine a unfamiliar book parallel to their type of traditional literature. I would encourage them to create character webs, plot/scene analysis, timeline of plot, ect.; the more information collected, the better. Lastly, I would ask them to draw a specific scene that is the most vital to the storyline, and why. After these four separate groups have completed their tasks I would present all information and have the class as a whole collaborate to determine similarities and differences among the four types of traditional literature. I would ask my students what the main theme/concept was within all forms of traditional literature.
I would have my students give me their definition of traditional literature from what the learned from the previous activity. I would ask them to take their personal definition and concoct their own traditional literature genre story with illustrations and rich text. I would have them try to involve all four types (mythical, legend bearing, fable and folklore- like) within their story. I would have my students all share their stories.
I love traditional literature. As a child reading stories such as these widened my imagination. Any child can learn from it and most everyone enjoys listening to the supernatural tales of talking animals that learn meaningful lessons on the way. I will use traditional literature in my classroom and surly have fun “re” introducing it to my students.
In my opinion, the definition for traditional literature is that composed of narrated, generational stories (transmitted through oral storytelling) comprised of folklores (adventurous tales ), fables (animal characters take on human characteristics), myths (natural phenomena including human emotion and experience) and legends (narrated historical truth).
Traditional literature is a genre of literature that is introduced to almost every child at an age of lasting impression. You could inquire any American child about the story "Cinderella" and they would most likely be able to tell you what the story was about. There are ojects within a story that help foster the child's recollection of that particular story. "The Princess and the Pea" consists of a pile of mattresses and a pea; “Cinderella” has a glass slipper and a fairy god-mother; “The Tortoise and the Hare” is about a race between a cocky rabbit and a determined turtle. When I was read to growing up, traditional literature was the genre of stories I was read to the most. I could recall what happened within the pages of these fascinating books. I could especially remember fables because there was always a moral at the end of the story; my mother would always somehow include the moral of the story as a lesson to a previous mistake I committed. (I was a bad child… no, actually I was just curious and often my curiosity got me into trouble. That’s when Fables came to my mom’s aid; she was greatly appreciated them, alongside every other strict parent).
Bringing traditional literature into a classroom would be interesting for both the students and the teacher. When learning new concepts, one has to become familiar with what is being studied. Fortunately, everyone has experienced this type of literature at a young age, therefore it would be easier to exercise creativity when discussing traditional literature. Here are my concepts and lessons concerning traditional literature:
Concepts and Lessons:
When studying various works I would distribute the four types of traditional literature (folklores, fables, myths and legends) amongst four groups of students. I would then have them read and examine a unfamiliar book parallel to their type of traditional literature. I would encourage them to create character webs, plot/scene analysis, timeline of plot, ect.; the more information collected, the better. Lastly, I would ask them to draw a specific scene that is the most vital to the storyline, and why. After these four separate groups have completed their tasks I would present all information and have the class as a whole collaborate to determine similarities and differences among the four types of traditional literature. I would ask my students what the main theme/concept was within all forms of traditional literature.
I would have my students give me their definition of traditional literature from what the learned from the previous activity. I would ask them to take their personal definition and concoct their own traditional literature genre story with illustrations and rich text. I would have them try to involve all four types (mythical, legend bearing, fable and folklore- like) within their story. I would have my students all share their stories.
I love traditional literature. As a child reading stories such as these widened my imagination. Any child can learn from it and most everyone enjoys listening to the supernatural tales of talking animals that learn meaningful lessons on the way. I will use traditional literature in my classroom and surly have fun “re” introducing it to my students.
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