Tuesday, March 23, 2010
MGRP: Ch 5 and 7
Chapter 5 - Characters:
When most new writes want to create a character in their work, they may use simple adjectives like "tall" or "strong" to describe that person. However, the Show, Don't Tell method can change an 'OK' writing to an excellent one. Rather than coming out and giving a list of a characters attributes, we want them to use sentences with great detail that allow the reader to create visual imagery. A good way to help them create a character is by doing it in class. Have the students create a list of very detailed characteristics such as how that person walks on the street, where were they born, how tall are they, how old are they, does your character have any family, who is your characters best friend, etc. By doing this, the students can understand how well detailed writing can reveal many things about a character, even a made up one. The next step is to construct a draft (reminding them to avoid cliches, remove fillers,avoid repetition, and keep everything concise). Once a draft is finished a teacher or peer edit can be done to help add details, strengthen verbs, eliminate extras, shorten sentences/paragraphs, or add dialogue.
Chaper 7 - Arts:
This, to me, is the "fun" part of writing. Something that I have not done since I was in elementary school was combine art and writing. "Art evokes our emotion" and since we want our writing to do the same, the mixture of the too help express those feelings even more. This chapter suggests using decorative papers to print their works on, adding artwork, using computer programs to change font and format, using technology such as web pages, creating costumes or memorabilia, acting out dramatic scenes, creating music, making videos, making posters, creating artificial artifacts, dioramas that depict a scene. Having students tie the arts and literature together is crucial, because it has them think outside the box and allows them to have creative control over their presentations.
Seedfolks' Gonzalo:
I related a lot to Gonzalo. Where I complete my cluster their is a little boy named Danny. When he moved here he didn't speak English, but with the help of a tutor we can now speak and read in our language. However, Ms. Dunning has spoken to us about the struggles she as keeping his non-English speaking family a part of his education.
In some cases, the child will become fluent in both languages and serves a translator and is the family's only means of having their needs met. Although the students are developing, they may be apprehensive about succeeding a leaving their family to fend for themselves.
When most new writes want to create a character in their work, they may use simple adjectives like "tall" or "strong" to describe that person. However, the Show, Don't Tell method can change an 'OK' writing to an excellent one. Rather than coming out and giving a list of a characters attributes, we want them to use sentences with great detail that allow the reader to create visual imagery. A good way to help them create a character is by doing it in class. Have the students create a list of very detailed characteristics such as how that person walks on the street, where were they born, how tall are they, how old are they, does your character have any family, who is your characters best friend, etc. By doing this, the students can understand how well detailed writing can reveal many things about a character, even a made up one. The next step is to construct a draft (reminding them to avoid cliches, remove fillers,avoid repetition, and keep everything concise). Once a draft is finished a teacher or peer edit can be done to help add details, strengthen verbs, eliminate extras, shorten sentences/paragraphs, or add dialogue.
Chaper 7 - Arts:
This, to me, is the "fun" part of writing. Something that I have not done since I was in elementary school was combine art and writing. "Art evokes our emotion" and since we want our writing to do the same, the mixture of the too help express those feelings even more. This chapter suggests using decorative papers to print their works on, adding artwork, using computer programs to change font and format, using technology such as web pages, creating costumes or memorabilia, acting out dramatic scenes, creating music, making videos, making posters, creating artificial artifacts, dioramas that depict a scene. Having students tie the arts and literature together is crucial, because it has them think outside the box and allows them to have creative control over their presentations.
Seedfolks' Gonzalo:
I related a lot to Gonzalo. Where I complete my cluster their is a little boy named Danny. When he moved here he didn't speak English, but with the help of a tutor we can now speak and read in our language. However, Ms. Dunning has spoken to us about the struggles she as keeping his non-English speaking family a part of his education.
In some cases, the child will become fluent in both languages and serves a translator and is the family's only means of having their needs met. Although the students are developing, they may be apprehensive about succeeding a leaving their family to fend for themselves.
Wednesday, March 10, 2010
Van Sluys/ MGRP Ch 1-4: Ch 4 Poetry
MGRP Ch 4 - Poetry:
I like that the author starts by explaining how when it comes to poetry, most of us are a little reserved at the idea of sharing our own work, especially with our peers in a classroom. To begin a poetry lesson. Start by having the students bring in their favorite poem to share with the class. (Remember, song lyrics can be looked at as poetry too). More than likely there will be a wide variety of genres and types of poems brought in. Each piece will evoke its own emotion. Once students become more familiar with poetry, we can start having them compose their own poems. Students can choose out of many different types of poetic format including; Acrostic Poems, I am Poems, List Poems, Haikus, Rhyming Poem, or any other types that a child feels passionate about.
The whole idea of this chapter is to show teachers how to help students view poetry as fun. Most students voice their dislike for poetry before the lesson begins, but with the proper tools of instruction a teacher can have her/his class singing a different tune.
Van Sluys:
Like with most classroom lessons, the environment to set up literacy invitations must be supportive to student's creative ideas. These supportive learning environments make it easier for students to feel comfortable to raise interesting and thought-provoking questions. I like that one of Van Sluys suggestions for teachers is to keep organized. Keeping material neat and organized makes it easily accessable to students and the teacher. I also liked that Van Sluys mentioned that teachers give students choices on what invitations they can choose to do. I am very supportive of this idea because, as we know, students learn differently so why wouldn't their presentation of what they learned be different too?
Overall, Van Sluys portrayed how teachers can faciliate literacy in their classrooms that are structured (yet free to express creativity), organized, and offer discussions that make children more aware of their world around them.
I like that the author starts by explaining how when it comes to poetry, most of us are a little reserved at the idea of sharing our own work, especially with our peers in a classroom. To begin a poetry lesson. Start by having the students bring in their favorite poem to share with the class. (Remember, song lyrics can be looked at as poetry too). More than likely there will be a wide variety of genres and types of poems brought in. Each piece will evoke its own emotion. Once students become more familiar with poetry, we can start having them compose their own poems. Students can choose out of many different types of poetic format including; Acrostic Poems, I am Poems, List Poems, Haikus, Rhyming Poem, or any other types that a child feels passionate about.
The whole idea of this chapter is to show teachers how to help students view poetry as fun. Most students voice their dislike for poetry before the lesson begins, but with the proper tools of instruction a teacher can have her/his class singing a different tune.
Van Sluys:
Like with most classroom lessons, the environment to set up literacy invitations must be supportive to student's creative ideas. These supportive learning environments make it easier for students to feel comfortable to raise interesting and thought-provoking questions. I like that one of Van Sluys suggestions for teachers is to keep organized. Keeping material neat and organized makes it easily accessable to students and the teacher. I also liked that Van Sluys mentioned that teachers give students choices on what invitations they can choose to do. I am very supportive of this idea because, as we know, students learn differently so why wouldn't their presentation of what they learned be different too?
Overall, Van Sluys portrayed how teachers can faciliate literacy in their classrooms that are structured (yet free to express creativity), organized, and offer discussions that make children more aware of their world around them.
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