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.
Wednesday, March 4, 2009
Blog #5
Picture Books:
Picture books are those that “communicate information or tell stories through a series of many pictures combined with relatively slight texts or next text at all” (Nodelman, 1990). Picture books emphasize the importance of illustrations, especially books made for younger children. When looking at a picture book, children are able to create their own stories, by just looking at the pictures. I have witnessed three year-olds, whom do not know how to read pick up a picture book and invent their own story.
Picture books can be used at any time in any grade level. I have been read a picture book this semester in one of the classes and it opened up a class dialogue and activity (obviously it was my Education class). Picture books are not limited to the text. There are picture books that are wordless books. In these specific types of picture books, children can formulate their own story line and character traits.
When evaluating picture books, one needs to take into consideration if the book as a whole will keep the students’ attention. If you have a classroom comprised of primarily boys, it would not be wise to select female- preferred books as the majority; keep a good balance of all types of books. Also, a teacher would need to evaluate how their students would perceive the entirety of the book. Compare the child’s age to the stage of cognitive and social development; ask yourself the question: will my kids be able to understand the information/pictures present in the book; can they socially relate to the book and will they gain anything after being exposed to it? Take an assessment: are my children prepared to experience this book? Would be a mistake to put a book intended for a 5th grade class in front of a kindergartener? Depending on the illustrations and story… it’s all subjective. That is why it is so important for the teacher to evaluate books on a personal basis. Book reviews only go so far. Get active in choosing your books!
When I was a young child, I was read to often. My favorite types of books were picture books. I loved looking at the pictures, especially if they were bright illustrations (those really captivated my attention). My mom would religiously read to me The Cat In the Hat. After the awhile I could recite it, word for word. ( Repetition is an important element in a child’s cognitive development). I will definite use picture books; they are fun, fascinating and take you on a journey. Not only do the children enjoy listening, and looking at the picture books, adults enjoy reading them; I sure do.
Picture books are those that “communicate information or tell stories through a series of many pictures combined with relatively slight texts or next text at all” (Nodelman, 1990). Picture books emphasize the importance of illustrations, especially books made for younger children. When looking at a picture book, children are able to create their own stories, by just looking at the pictures. I have witnessed three year-olds, whom do not know how to read pick up a picture book and invent their own story.
Picture books can be used at any time in any grade level. I have been read a picture book this semester in one of the classes and it opened up a class dialogue and activity (obviously it was my Education class). Picture books are not limited to the text. There are picture books that are wordless books. In these specific types of picture books, children can formulate their own story line and character traits.
When evaluating picture books, one needs to take into consideration if the book as a whole will keep the students’ attention. If you have a classroom comprised of primarily boys, it would not be wise to select female- preferred books as the majority; keep a good balance of all types of books. Also, a teacher would need to evaluate how their students would perceive the entirety of the book. Compare the child’s age to the stage of cognitive and social development; ask yourself the question: will my kids be able to understand the information/pictures present in the book; can they socially relate to the book and will they gain anything after being exposed to it? Take an assessment: are my children prepared to experience this book? Would be a mistake to put a book intended for a 5th grade class in front of a kindergartener? Depending on the illustrations and story… it’s all subjective. That is why it is so important for the teacher to evaluate books on a personal basis. Book reviews only go so far. Get active in choosing your books!
When I was a young child, I was read to often. My favorite types of books were picture books. I loved looking at the pictures, especially if they were bright illustrations (those really captivated my attention). My mom would religiously read to me The Cat In the Hat. After the awhile I could recite it, word for word. ( Repetition is an important element in a child’s cognitive development). I will definite use picture books; they are fun, fascinating and take you on a journey. Not only do the children enjoy listening, and looking at the picture books, adults enjoy reading them; I sure do.
Sunday, March 1, 2009
Blog #4
International Literature v. Multicultural Literature
International Literature can be summed up by the definition: “that body of books originally published in a country other than the United States in a language of that country and later published in this country” (Hancock, 2000). At first, I did not decipher the difference; however this definition from our text explains it flawlessly. International literature is not just limited to books originally written in another language (other than English); if a book is written in English, yet in another country other than the U.S., it can be considered to be “international” as well. When in search for an international book, a librarian confused international literature with multicultural literature. Finding an international book was quite a journey; I actually had to research to find a book that was written in another language, and translated into English. The two books I found were books originally written in German. By looking at the front book covers I would have never guessed that they were international pieces of literature.
Compared to international literature, multicultural books were easy to spot. Books that appear to “look” out of the ordinary, considering culture are the ones that are, obviously multicultural pieces of literature. This type of literature opens up the readers’ mind to varying beliefs, values and cultural differences. The country we presently preside in consists of many cultures. Although we have a unified “American” culture, our foundation is made up of all different types of existing cultures. We are, after all a melting pot of cultures, encompassed in one nation. The difference between these two forms of literature is that multicultural lit. are those that present an accurate perspective of people/ beliefs/ values from that specific culture. In order for the books to be authentic multicultural books, they must be written by authors whom are from that specific culture or have lived within it or greatly experienced the culture. International books must be written in a different country and translated to English.
It is important to have both genres of literature in a classroom setting. International literature can help students bond with different people from other countries, giving them an incentive to bridge the gap between other nations. Reading from another countries perspective will inspire students to broaden their horizons, mentally and even physically. Students will learn about other cultures when they read multicultural literature. This literature allows students to see their own culture and in some way gives them a sense of belonging. It also allows students to observe and learn about other cultures, that they have stereotyped before.
Activities for both genres of literature:
International:
1) Have the children write about how the characters in the story differ from them ( the way they dress, their language, actions, ect.)
2) Next, have the children write about how the characters in the book are similar to who they are.
*the children should be able to identify somehow to the characters in the story; whrn they find similarities, remind them that others in a different country may not be as different from them.
Multicultural:
1) Have the children identify something culturally different (such as food, tradition, language) that is new or interesting to them. Have them write down their reasoning.
2) Allow the children to discuss something about their culture that is interesting and have them draw a picture representing their culture. Create a collage representing all the different cultures within the classroom; then remind them that there are different cultures within our country.
International Literature can be summed up by the definition: “that body of books originally published in a country other than the United States in a language of that country and later published in this country” (Hancock, 2000). At first, I did not decipher the difference; however this definition from our text explains it flawlessly. International literature is not just limited to books originally written in another language (other than English); if a book is written in English, yet in another country other than the U.S., it can be considered to be “international” as well. When in search for an international book, a librarian confused international literature with multicultural literature. Finding an international book was quite a journey; I actually had to research to find a book that was written in another language, and translated into English. The two books I found were books originally written in German. By looking at the front book covers I would have never guessed that they were international pieces of literature.
Compared to international literature, multicultural books were easy to spot. Books that appear to “look” out of the ordinary, considering culture are the ones that are, obviously multicultural pieces of literature. This type of literature opens up the readers’ mind to varying beliefs, values and cultural differences. The country we presently preside in consists of many cultures. Although we have a unified “American” culture, our foundation is made up of all different types of existing cultures. We are, after all a melting pot of cultures, encompassed in one nation. The difference between these two forms of literature is that multicultural lit. are those that present an accurate perspective of people/ beliefs/ values from that specific culture. In order for the books to be authentic multicultural books, they must be written by authors whom are from that specific culture or have lived within it or greatly experienced the culture. International books must be written in a different country and translated to English.
It is important to have both genres of literature in a classroom setting. International literature can help students bond with different people from other countries, giving them an incentive to bridge the gap between other nations. Reading from another countries perspective will inspire students to broaden their horizons, mentally and even physically. Students will learn about other cultures when they read multicultural literature. This literature allows students to see their own culture and in some way gives them a sense of belonging. It also allows students to observe and learn about other cultures, that they have stereotyped before.
Activities for both genres of literature:
International:
1) Have the children write about how the characters in the story differ from them ( the way they dress, their language, actions, ect.)
2) Next, have the children write about how the characters in the book are similar to who they are.
*the children should be able to identify somehow to the characters in the story; whrn they find similarities, remind them that others in a different country may not be as different from them.
Multicultural:
1) Have the children identify something culturally different (such as food, tradition, language) that is new or interesting to them. Have them write down their reasoning.
2) Allow the children to discuss something about their culture that is interesting and have them draw a picture representing their culture. Create a collage representing all the different cultures within the classroom; then remind them that there are different cultures within our country.
Sunday, February 15, 2009
Ch. 3 Blog
When evaluating books, it is essential to consider the book in terms of values. You may want to dissect the literature, piece by piece and determine whether or not it fits the evaluation criteria. Take the book, The Adventures of Huckleberry Finn; I had no idea that it caused controversies to the point of banning it from certain schools. I suppose if I were an African American individual, reading a book (written for enjoyment) that had slavery within its bounds would make me to feel quite uncomfortable. I would ask myself, “What values does this book address?” I have read Huckleberry Finn, once awhile ago and I do remember feeling ill when I read about the attempted lynching toward Jim, Huckleberry’s black friend. Even though I could not relate to Jim, culturally, I still felt remorse for blacks during the books’ setting. I believe this book could be construed in different ways, depending on which side of the spectrum you are looking thru. I believe it presents slavery as a horrid act of human nature, in a ruthless world where a young white boy, whom is an “outcast” of society, befriends yet another outcast, a black man. I find that the values of this particular book are that of friendship, loyalty and love. Ultimately, Huckleberry loved Jim, and judged him not by the color of his skin but by the shape of his heart.
There are so many children’s books out in America. Out of the endless amounts of literature, think about how many different characters there are. The impossibility becomes possible; characters who are crazy, wild, shy, loud, rough, absurd, pensive, introverted, extraverted… the list could go on and on. Now, along with the characters, it is essential to concoct an ideal setting for them to reside in. “Believable settings place readers in geographic locations and time periods that they can see, hear, and even feel” (Norton, 2007). Without characters within a book, the setting would be pointless; without a setting, the characters would be worthless. They two work hand-in-hand to make the literature come alive. Having characters that are believable allows room for a child to relate to the characters. If the setting is within a time-frame that is unfamiliar to the child , with the clues from the characters, the child will be welcomed into the plot.
There are so many children’s books out in America. Out of the endless amounts of literature, think about how many different characters there are. The impossibility becomes possible; characters who are crazy, wild, shy, loud, rough, absurd, pensive, introverted, extraverted… the list could go on and on. Now, along with the characters, it is essential to concoct an ideal setting for them to reside in. “Believable settings place readers in geographic locations and time periods that they can see, hear, and even feel” (Norton, 2007). Without characters within a book, the setting would be pointless; without a setting, the characters would be worthless. They two work hand-in-hand to make the literature come alive. Having characters that are believable allows room for a child to relate to the characters. If the setting is within a time-frame that is unfamiliar to the child , with the clues from the characters, the child will be welcomed into the plot.
Sunday, February 8, 2009
Ch. 2
This chapter was interesting to read. I really never thought about how children were viewed in the times past today. "A child was considered a small adult who should enter into adult life as quickly as possible and stories primarily for young people were considered unnecessary" (Norton, 2003). It saddened me to come to terms with the idea that the enjoyable, fascinating books that we have now for children did not exist, moreover story books for young children were "unnecessary" at one time in history. In 1476, most of the books written were not written for interest. Their main objective was to improve a child's manners and instruct to shape their minds. There is nothing wrong with this concept of children books being an "instruction manual" on how to be a perfect child, yet children need to be able to enjoy themselves through reading. They can be taught morals, values and virtue through books that are gearing them in the right direction, yet will entertain the young, impressionable mind.
During the Victorian Age, it was the upper-class children whom were more privileged and deemed to be "special". The lower-class children on the other hand were not so privileged, as their world consisted of mine working and factory laboring. Due to their accessibility to books, upper- class children enjoyed the wonder of fantasy stories that altered their imagination. During this era, most books main focus was on sense of duty to parents and to God. Children acquired a sense of respect for authority. A prominent theme in children's literature was on relationships of children within the family. Hard- working children shared suffering and poverty with their family, within a unit. Well- to-do children of nobility often spent most of their childhood separated from their family. I know that money gets you to a place of comfort, but nothing beats the comfort of having the people you love around you, through times of riches to poverty.
Personally, I wish the views from the Victorian Era were still relevant to today's society. Most children have gotten so far away from the fear of authority. Put a child (who hasn't been taught respect) in the presence of a authority figure who corrects their mistakes and see how the child responds. I work with children, and I can tell you that I am blowed- away by the lack of respect they have for adults. I give them a simple command, "Please, go sit down at the table." and I get a snooty glare from them, straight in the eyes as they say, "No!". What this generation needs are books that will reteach our children how to respect their elders. We need to bring them back to the basics through literature that will instill in them a change. Instead, the media is feeding them ideas of how it's alright to be an individual; to rebel and disrespect anyone who comes against you. The children within the 19th century were taught to respect and obey their parents, and above all, God through AMERICANS ARE LIVING IN A world THAT HAS COMPLETELY DISMANTLED HOW LIFE SHOULD OPERATE. God is a KING, and we are HIS subjects. I don't know how we bought into the lie that when God says to do something, its alright to say, "No!"
Within the classroom experience, a child needs to be fostered into learning how to enjoy reading. I wasn't much interested in reading, but all throughout elementary school, we would have book "read-ins". During those days, we were allowed to bring blankets and pillows along with various different books, and we read all day. This allowed for comfort in a place where comfort is not easily found. I enjoyed the reading experiences because I felt less intimidated within the compounds of a classroom.
During the Victorian Age, it was the upper-class children whom were more privileged and deemed to be "special". The lower-class children on the other hand were not so privileged, as their world consisted of mine working and factory laboring. Due to their accessibility to books, upper- class children enjoyed the wonder of fantasy stories that altered their imagination. During this era, most books main focus was on sense of duty to parents and to God. Children acquired a sense of respect for authority. A prominent theme in children's literature was on relationships of children within the family. Hard- working children shared suffering and poverty with their family, within a unit. Well- to-do children of nobility often spent most of their childhood separated from their family. I know that money gets you to a place of comfort, but nothing beats the comfort of having the people you love around you, through times of riches to poverty.
Personally, I wish the views from the Victorian Era were still relevant to today's society. Most children have gotten so far away from the fear of authority. Put a child (who hasn't been taught respect) in the presence of a authority figure who corrects their mistakes and see how the child responds. I work with children, and I can tell you that I am blowed- away by the lack of respect they have for adults. I give them a simple command, "Please, go sit down at the table." and I get a snooty glare from them, straight in the eyes as they say, "No!". What this generation needs are books that will reteach our children how to respect their elders. We need to bring them back to the basics through literature that will instill in them a change. Instead, the media is feeding them ideas of how it's alright to be an individual; to rebel and disrespect anyone who comes against you. The children within the 19th century were taught to respect and obey their parents, and above all, God through AMERICANS ARE LIVING IN A world THAT HAS COMPLETELY DISMANTLED HOW LIFE SHOULD OPERATE. God is a KING, and we are HIS subjects. I don't know how we bought into the lie that when God says to do something, its alright to say, "No!"
Within the classroom experience, a child needs to be fostered into learning how to enjoy reading. I wasn't much interested in reading, but all throughout elementary school, we would have book "read-ins". During those days, we were allowed to bring blankets and pillows along with various different books, and we read all day. This allowed for comfort in a place where comfort is not easily found. I enjoyed the reading experiences because I felt less intimidated within the compounds of a classroom.
Wednesday, January 28, 2009
The Best Teacher Award Goes To...
The best teacher I ever had, I will never forget. Her name was Mrs. Evans; the sweetest, calm- tempered, most humbled teacher I ever had. Mrs. Evans taught my first grade class. I had a lot of anxieties going to a new school that year, but she seemed to be the strength I needed at that time. She taught me that there was no such thing as a "stupid" question. During the time I was with her, I never saw her frustration with others who just weren't quite getting certain math problems... me being one of them. She would just smile and kindly direct me toward the correct answer. And when it came time to reading outloud, I never felt embarrassed when I made mistakes, and even if I did I'm sure she made me feel more confident. She gave her heart when she taught because she loved what she did. I didn't like reading much, but she opened up a door for me to walk through when she encouraged me to keep reading, even when I didn't desire to. There was nothing special about her apperance; she looked ordinary and was real petite; however, it was her heart that made her special. She was appreciated by many other students I'm sure, because she took the time to appreciate each individual. She was special because she made young, little children feel special.
Blog #1 Entry
Ch. 1 Summary:
Literature is an experience that opens up the door to innovation. “These experiences are available at any time on the nearest bookshelf” ( Norton, 2007). Literature ultimately leads to expansion of the imagination. When one’s imagination broadens, creativity is unleashed and the impossible becomes more tangible; minds are stimulated and inspiration is birthed. In the movie “Matilda”, the young main actress, whom is alienated by her own family, finds comfort within the pages of books. The books became her “home” and the characters became her friends. Due to her adoration of reading, her mind was strengthened and her abilities became “supernatural”.
There are five elements of emotional intelligence in which literature assists in developing; self awareness, managing emotions, handling anxiety, motivating oneself, and gaining sensitivity towards others. When children are young in age they experience literature through picture books. Young children can identify with pictures, more so than a page with just text alone. It grabs their attention and pulls them into the story. Reading to young children daily is essential to their language development; it also encourages literacy development in early in life. It has been proven that children who were read books to at a young age were more advanced than children whom were not read to often. Parents, caretakers, and teachers all play a role in the development of a child; each has a responsibility to encourage reading and entice children to find pleasure in the discovery of reading. Furthermore, oral language development leads to reading and writing success. The more a child reads (or is exposed to literature) the better off they will be when it comes to organizing their ideas and when making complex generalizations.
Values:
According to me… A value is any word (or idea) that defines your character. It is more than what you believe in, it is part of your foundation; what you stand for. Values will in one way or another determine what actions you will possibly take in life. As a child I grew up believing that others’ values were all positive; however I know have discovered that some values can surprisingly be the quite opposite. I researched a infamous man who upheld the values of recognition, power and wealth ; all narcissistic- driven values. Eventually his values led him to his own destruction. “Pride comes before a fall”. This man was Adolf Hitler; a man possessed by the demand to empower, intimidate and destroy.
POWER, RECOGNITION, and WEALTH. .. There are other values I would rather hold close to my heart. Power is a form of dominance and wanting to be supreme; I have no desire to be powerful, after all there is only One who is supreme. Recognition is a form of pride; I could care less if Cindy Lou Who likes me or accepts me; I don’t live to please anyone but One. Wealth is a foolish thing to chase after; yes you may have plenty of possessions and money to buy more, but when you die, do you honestly think you will get to take your possessions with you? If being self- centered ends in gloom, wouldn’t you think being selfless would actually be fulfilling?
The value I consider most important is love. Love encompasses so many values within itself. When a child is taught by their parents what love is, that child will grow up loving themselves and others I was loved by my parents when I was growing up, but I didn’t know what true, unselfish devotional love was until I met the love of my life. Yes I am talking about a man; the most perfect man in the world. I was recently asked why I smiled all of the time and my response was that I was in love with the Lord. I may sound extreme… I’m glad if I do! Jesus taught me how to love because he first loved me… a screw up; someone who found it impossible to love others, even herself. Love will eventually have a “domino effect” on the other values. For example, through the love I was shown, I grew to respect, not only Him but others as well. I picked up the values of loyalty, wisdom, honesty, forgiveness, freedom, truth and health by being exposed to His value of love. This value (love) is talked about much but stories about love only go so far; love has to be experienced before it becomes instilled in one’s life. Although I am not perfect, I try my best to display my Father’s love everyday. There is only one way to teach this value; become love and display it in everything you say and do.
Literature is an experience that opens up the door to innovation. “These experiences are available at any time on the nearest bookshelf” ( Norton, 2007). Literature ultimately leads to expansion of the imagination. When one’s imagination broadens, creativity is unleashed and the impossible becomes more tangible; minds are stimulated and inspiration is birthed. In the movie “Matilda”, the young main actress, whom is alienated by her own family, finds comfort within the pages of books. The books became her “home” and the characters became her friends. Due to her adoration of reading, her mind was strengthened and her abilities became “supernatural”.
There are five elements of emotional intelligence in which literature assists in developing; self awareness, managing emotions, handling anxiety, motivating oneself, and gaining sensitivity towards others. When children are young in age they experience literature through picture books. Young children can identify with pictures, more so than a page with just text alone. It grabs their attention and pulls them into the story. Reading to young children daily is essential to their language development; it also encourages literacy development in early in life. It has been proven that children who were read books to at a young age were more advanced than children whom were not read to often. Parents, caretakers, and teachers all play a role in the development of a child; each has a responsibility to encourage reading and entice children to find pleasure in the discovery of reading. Furthermore, oral language development leads to reading and writing success. The more a child reads (or is exposed to literature) the better off they will be when it comes to organizing their ideas and when making complex generalizations.
Values:
According to me… A value is any word (or idea) that defines your character. It is more than what you believe in, it is part of your foundation; what you stand for. Values will in one way or another determine what actions you will possibly take in life. As a child I grew up believing that others’ values were all positive; however I know have discovered that some values can surprisingly be the quite opposite. I researched a infamous man who upheld the values of recognition, power and wealth ; all narcissistic- driven values. Eventually his values led him to his own destruction. “Pride comes before a fall”. This man was Adolf Hitler; a man possessed by the demand to empower, intimidate and destroy.
POWER, RECOGNITION, and WEALTH. .. There are other values I would rather hold close to my heart. Power is a form of dominance and wanting to be supreme; I have no desire to be powerful, after all there is only One who is supreme. Recognition is a form of pride; I could care less if Cindy Lou Who likes me or accepts me; I don’t live to please anyone but One. Wealth is a foolish thing to chase after; yes you may have plenty of possessions and money to buy more, but when you die, do you honestly think you will get to take your possessions with you? If being self- centered ends in gloom, wouldn’t you think being selfless would actually be fulfilling?
The value I consider most important is love. Love encompasses so many values within itself. When a child is taught by their parents what love is, that child will grow up loving themselves and others I was loved by my parents when I was growing up, but I didn’t know what true, unselfish devotional love was until I met the love of my life. Yes I am talking about a man; the most perfect man in the world. I was recently asked why I smiled all of the time and my response was that I was in love with the Lord. I may sound extreme… I’m glad if I do! Jesus taught me how to love because he first loved me… a screw up; someone who found it impossible to love others, even herself. Love will eventually have a “domino effect” on the other values. For example, through the love I was shown, I grew to respect, not only Him but others as well. I picked up the values of loyalty, wisdom, honesty, forgiveness, freedom, truth and health by being exposed to His value of love. This value (love) is talked about much but stories about love only go so far; love has to be experienced before it becomes instilled in one’s life. Although I am not perfect, I try my best to display my Father’s love everyday. There is only one way to teach this value; become love and display it in everything you say and do.
Saturday, January 17, 2009
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