I decided to categorize these books by genre (it does not cover every genre, but most are covered). When evaluating how to organize my book wish list, I started thinking about how I would organize the books in my future classroom. Book stores categorize their books by genre. Obviously book store are successful in exciting the customer to read, and I would like to get my future students excited about reading as well. In order to do this, I plan to mimic book stores (to an extent). By organizing my book wish list in a manner that is similar to how I would like to organize my classroom library, I am able to better use this list in the future and create enthusiastic readers!
Provided above is a link to my Pinterest page. There are multiple boards on this page that contain my "classroom book wish list". Within each board are multiple books that I would like to have in my future classroom. Each pin contains a short description of the book and how it could be used in the classroom.
I decided to categorize these books by genre (it does not cover every genre, but most are covered). When evaluating how to organize my book wish list, I started thinking about how I would organize the books in my future classroom. Book stores categorize their books by genre. Obviously book store are successful in exciting the customer to read, and I would like to get my future students excited about reading as well. In order to do this, I plan to mimic book stores (to an extent). By organizing my book wish list in a manner that is similar to how I would like to organize my classroom library, I am able to better use this list in the future and create enthusiastic readers!
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Literary Analysis: Annotated Bibliography Bridges, R. (1999). Through my eyes. New York: Scholastic Press. Through My Eyes is an autobiography written by Ruby Bridges. Not only is this story about a person from a different race or ethnicity, but it is also a story about an important historical event. Ruby Bridges was one of the first African Americans to walk past angry parents and citizens and into a public school. This happened during the desegregation process in the United States. This autobiography is told through the eyes of Ruby Bridges as she went through these events. Meltzer, B., & Eliopoulos, C. (n.d.). I am Amelia Earhart. I Am Amelia Earhart is a picture book intended for emergent readers. The biography follows the great female pilot, Amelia Earhart, from her childhood all the way through her record-breaking career as a pilot. This story provides the reader with the opportunity to better understand this historical figure, and have fun while doing so. Pascal, J., & Brien, J. (2008). Who was Abraham Lincoln? New York: Grosset & Dunlap. Who was Abraham Lincoln is a story about the life of the sixteenth President of the United States. The story starts with Abraham Lincoln guiding the nation through the Civil War and the abolition of slavery. The text is slightly more complex so it is ideal for higher elementary grade classrooms. The book contains multiple illustrations and maps that are relevant to this historical context of Abraham Lincoln’s biography. Stanley, D. (2009). Mozart, the wonder child: A puppet play in three acts. New York: Collins. Mozart: The Wonder Child: A Puppet Play in Three Acts is a biography about a musical prodigy, Johannes Chrysostomus Wolfgang Gottlieb Mozart (although most people know him as Mozart). The book portrays Mozart’s life in the form of a marionette show, starting with when he was just three years old and his life was altered forever. This text is intended for higher-level elementary graders (third or higher) because the writing is slightly more complex, although, the text can be read aloud to younger students. Winter, J. (2011). The watcher: Jane Goodall's life with the chimps. New York: Schwartz & Wade Books. The Watcher: Jane Goodall's Life with the Chimps is the story of the female scientist, Jane Goodall, and her life from childhood to adulthood. The story follows Jane Goodall through her years in African, where she devoted her life to the study of chimpanzees. This text is intended for emergent to early readers and provides an amazing opportunity to discuss the endangered species, and an important female scientist’s contributions. Reflection Chapter Ten of Charlotte Huck’s Children’s Literature: A Brief Guide was very informative. The chapter starts with discussing what an authentic biography is and that it “follows many of the same rules as serious scholarly words…” (QUOTE, pg.287). It goes in depth criteria for quality biography literature. The most important (in my opinion) is the accuracy and authenticity of the text. The Teaching Feature 10.1 (QUOTE, pg.296-300) was the most useful tool throughout the chapter. Overall, this chapter was very informative and provided a multitude of information that I can use currently and in the future. References Kiefer, B., & Tyson, C. (n.d.). Charlotte Huck's children's literature: A brief guide(Second ed.). Literary Analysis: Monsters I've Met by Shel Silverstein Published in A Light in the Attic book of poetry Graphic Representation: Explanation of Graphic Representation: The image above represents the multiple "scary monsters" that children are often afraid of. Each of these monsters are depicted happily within the graphic representation. The moral that I perceived from this poem is not to be afraid, not everything is as it seems. The heart represents acceptance. Reflection:
This unit was on poetry, the reading assigned was Charlotte Huck's Children's Literature: A Brief Guide chapter six. The chapter starts with discussing where poetry begins for students, with nursery rhymes and songs. I was happy to see that they discussed the "origin" that children first perceived poetry from. The chapter continues by going in depth on multiple different types and elements of poetry. Again, the evaluation section caught my attention because it provides educators with a criteria when selecting literature (poetry). The chapter provided some insightful information! References Kiefer, B., & Tyson, C. (n.d.). Charlotte Huck's children's literature: A brief guide(Second ed.). Literary Analysis Reflection The reading assignment for this Unit included Charlotte Huck's Children's Literature: A Brief Guide, and Maximizing the Effectiveness of Reading Aloud. The article, Maximizing the Effectiveness of Reading Aloud was very informative. I found the tables throughout the article the most useful, it is easy to refer back to and will come in handy in the future. Overall, the article discussed the importance of a read aloud and the different strategies that educators should use. The line that stuck out to me the most stated that "Read-alouds provide a wonderful opportunity to promote children’s love of literature, and they can be a treasured time together." I will hold this knowledge with me throughout this journey, and into my future career. Chapter Five of Charlotte Huck's text was about modern fantasy for todays children. It provided multiple different perspectives to fantasy, including the different types, and how to properly evaluate this genre. The list of different types of fantasy goes on for pages, it was surprising to realize the extent of this genre. The guidelines for evaluation modern fantasy was most interesting. It referred to the plot, elements, believability, logic, consistency, and many more aspects that make up this genre. Overall, I found the readings for this unit very informative and important to refer to throughout my career. References Kiefer, B., & Tyson, C. (n.d.). Charlotte Huck's children's literature: A brief guide(Second ed.). Lane, H., & Wright, T. (n.d.). Maximizing the Effectiveness of Reading Aloud. The Reading Teacher, 668-675. Literary Analysis
Reflection
This unit was on informational/nonfiction texts. I enjoyed both the reading and the literary analysis. It provided me with the opportunity to experience the fun part of nonfiction. Growing up I was not a fan of nonfiction and would usually avoid this genre. After viewing and reading all the different fantastic nonfiction/informational texts, I have realized that nonfiction is fun! Through providing my students with multiple different nonfiction/informational literature, I will provide them with the opportunity to realize the importance (and fun) that this genre has to offer them. The reading, Chapter Nine of Charlotte Huck’s Children’s Literature: A Brief Guide was on nonfiction/informational literature. The chapter provided an entire section that evaluates nonfiction books and the multiple guidelines to refer to while selection a nonfiction book. One of the most important aspects discussed was that the book is accurate and authentic (pg.257). This is extremely important when it comes to this genre because if the information is inaccurate then it defeats the purpose of the book. This section goes in depth and is very informational! The other aspects include: content and perspective, style, organization, and illustrations and format. References Kiefer, B., & Tyson, C. (n.d.). Charlotte Huck's children's literature: A brief guide(Second ed.). Literary Analysis The tableaux ("snapshot") from the story Glass Slipper, Gold Sandal: A Worldwide Cinderella is depicting all of the different cultures/ethnicities influencing the Cinderella story. The variations depicted in this "scene" include: Laos, China, Japan, France, India, and Iraq. Laos: "The girl was free to go, but she had nothing to wear except rags. Then she looked in her mothers sewing box." China: "...a cloak sewn of king fisher feathers ... " Japan: "... a kimono red as sunset." France: "And on the girl's feet appeared a pair of glass slippers ... " India: " ... diamond anklets ... " Iraq: " ... sandals of gold." Each person represents a different culture/ethnicity in this portion of the story (there are many more throughout the tale). Reflection The reading assigned for this unit was Critical Literacy: A Questioning Stance and the Possibility for Change by Cynthia McDaniel. This article discussed critical literacy as an approach to teaching (and parenting). Critical literacy "encourages readers to adopt a questioning stance and to work toward changing themselves and their worlds." After reading the authors multiple sections on promoting and practicing critical literacy, I fell as though it provides teachers and students with the opportunity to see multiple sides. The example of Beauty and the Beast is continuously used throughout the article, and I feel as though when the author discusses the context in which the story was written (time period, gender roles, etc.), it provides another perspective to the story. One of the story suggested that promote multiple perspectives was Seven Blind Mice by Ed Young and Voices in the Park by Anthony Browne. These stories seem very interesting and would be a great way to promote critical literacy. The literacy analysis was very interesting, and hard. Having such little time and having to pick only one part in the story was a challenge when creating the tableaux. Overall, the activity was enjoyable and I look forward to practicing such teaching strategies within my future classroom. Sharing the multicultural picture books was quite enjoyable, and I realized the multitude of multicultural picture books, and the importance of them within the classroom. References Fleischman, P., Paschkis, J.(n.d.). Glass Slipper, Gold Sandal A Worldwide Cinderella. McDaniel, C. (2013). Critical Literacy: A Questioning Stance and the Possibility for Change. 473. Literary Analysis
Reflection After completing the unit on Contemporary Realistic Fiction, my knowledge of the importance of this genre has increased. It not only promotes a child's self-esteem and self-concept, but also provides others with the opportunity to encounter diversity. In Charlotte Huck’s Children’s Literature: A Brief Guide the authors provide a guideline to evaluating contemporary realistic fiction (pg. 208). The evaluation question that stood out to me was “Does the book help children enlarge their personal points of view and develop appreciation for our ever-changing pluralistic society?” (pg. 208). This question was important in my opinion because it will allow the students social and cognitive skills to develop further. The other assigned reading for this section was Building Arab Americans’ Cultural Identity and Acceptance With Children’s Literature. This article was very eye opening and covers very important concepts. It discusses the importance of including all ethnicities/races within the classroom, specifically Arab citizens. After reading the article, I reflected on my experiences within the classroom as a student and as an intern. I have never encountered literature that depicts an Arab protagonist, and plan to find this literature, and include it in my future classroom library. Overall the experience that this unit provided me with was important and gave me the opportunity to read different texts, and learn the importance of this genre. References Al-Hazza, T., & Bucher, K. (n.d.). Building Arab Americans' Cultural Identity and Acceptance With Children's Literature. The Reading Teacher, 210-219. Kiefer, B., & Tyson, C. (n.d.). Charlotte Huck's children's literature: A brief guide (Second ed.).
Literary Analysis
https://animoto.com/play/0JI10u4nauasBGRh1bNtKg
https://www.youtube.com/watch?v=punukwdPRvA&feature=youtu.be
Reflection This unit, on historical fiction, was great. The reading in Huck’s Teaching Children’s Literature provided a brief overview of what historical fiction is, and the important aspects to take into consideration. One of the most important things to consider (in my opinion) when deciding on a historical fiction book to introduce to the class is the authenticity of the story. It is important that the book does not have any contradictions of the known events of history, provides accurate information, reflects the time period (language/values), and provides an afterword or authors note (refer to “Guidelines: Evaluating Historical Fiction) (Kiefer, 2014, p.239). The author’s notes or afterword is especially interesting, it provides the exact historical context of the story, and gives the reader the opportunity to see the author’s thoughts while creating the story. The literary analysis for this unit was not my favorite because I was not familiar with the resource used. However, after completing the assignment, it defiantly helped me better understand the importance of evaluating historical fiction. And that it is important to be open to new resources/devices. Overall, I think that historical fiction is a great way to get the students that are not interested in history to enjoy it more. Student will be learning without even realizing it! I defiantly plan on utilizing this genre of literature in the future not only because it is interesting, but also because it is a good opportunity to cross content within the classroom. References Kiefer, B., & Tyson, C. (n.d.). Charlotte Huck's children's literature: A brief guide (Second ed.). Literary Analysis The Three Little Wolves and the Big Bad Pig By: Eugene Trivizas and Helen Oxenbury The Big Bad Pig’s Side You may have heard those three little wolves complaining about the time that I destroyed their house, but let me tell you what really happened… I was walking to my favorite spot in the woods, when I saw the three little wolves playing croquet outside of a newly built brick house. I have a reputation for loosing my temper, and when I saw that those wolves destroyed my favorite spot I exploded with anger! I knew that I had to destroy this atrocity of a house. So I tried to huff and puff and blow the house in but it was to strong. I stormed back to my house and got my sledgehammer. Those bricks did not stand a chance against my sledgehammer. For the rest of the day, I bathed in the sunlight. Enjoying my reclaimed spot in nature. The very next day, those bothersome wolves were back again! This time their house was made of concrete. I knew that they were destroying the beautiful nature within my favorite spot in the woods. I had to destroy the house, yet again. It was much harder this time. I had to go to the hardware store and purchase a pneumatic drill! After a long days work, that cement house crumbled, and once again the beauty of my favorite spot was restored. I went to bed smiling, thinking that those wolves would not try to anger me again. Because everybody knows that I have an anger management problem. But the very next day, those little wolves had built a fortress! They used barbed wire, iron bars, armor plates, heavy metal padlocks, Plexiglas and reinforced steel chains. Obviously those little wolves had no concern for nature. I got so angry! This time I blew the whole house up with some dynamite! I was so angry; I did not even stay to enjoy my favorite spot that day. The next day, I was walking down the road and noticed another house! Automatically I assumed that the house was destroying my favorite spot again. So I got ANGRY, I went to huff and puff and blow the house in. But when I breathed in to huff, I breathed in a beautiful smell. These wolves had built a house of flowers! They had enhanced the nature of my favorite spot in the woods. I was so joyful. I started to dance around. Jumping for joy, I was relieved that the three little wolves had not destroyed my favorite spot. We spent the whole day together, and they even invited me in for dinner. My favorite spot was safe, I made three new friends, and my anger problem was fixed. Nobody called me the Big Bad Pig anymore! And we all lived happily ever after. Reflection The Traditional and Classic Literature unit was very interesting! The readings included Charlotte Huck’s Children’s Literature: A Brief Guide Chapter Four, and the Lotherington Article. One of my favorite portions of the readings was the in Chapter Four, Myths. There are so many different types of myths, and the reading goes into creation myths, which I thought was interesting. “Every culture had a story about how the world began… these are called creation myths” (p.118). I am interested in reading different types of myths, and look forward to incorporation them into my future classroom. I enjoyed previewing the different versions of “Goldilocks” in the Lotherington article. It was amazing to see the variations that the students would create. The literary analysis for this unit had us recreate a story, and I really enjoyed this activity. The retelling of a story allows the students to develop academically, and explore different cultures/ideas. The class discussion during the book club was also very insightful! The book club book is Number the Stars by Lois Lowery. I actually learned a couple historical things that I had not known previously. It was defiantly an eye-opening discussion, and I intend to research the historical context within the story. The books that I selected for this unit include: The Three Little Pigs by Paul Galdone (traditional literature), The Three Pigs by David Wiesner (variation of traditional literature), The Three Little Wolves and the Big Bad Pig by Eugene Trivizas and Helen Oxenbury (variation of traditional literature). Alice in Wonderland by Lewis Carroll (“classic” piece of literature), and The Wizard of Oz by Frank Baum (“classic” piece of literature). References
Kiefer, B., & Tyson, C. (n.d.). Charlotte Huck's children's literature: A brief guide (Second ed.). Lotherington, H., & Chow, S. (n.d.). Rewriting “Goldilocks” in the Urban, Multicultural Elementary School. The Reading Teacher, 244-252. Trivizas, E., & Oxenbury, H. (1993). The three little wolves and the big bad pig. New York: Margaret K. McElderry Books :. |
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