I chose to do my text set on space. It is the first unit I will teach in the fall and I have never taught it before. I liked finding a variety of texts including picture books, non-fiction articles, novels, and even poetry which blew me away.
My favorite book from my list is called George's Secret Key to the Universe. The main character, George, finds out that his neighbor is a scientist with a special computer that talks and thinks. This computer also holds the key to visiting places in the universe. Of course if this computer were to get in the wrong hands, it would be devastating. The book is great for a read aloud because it has amazing pictures and really intertwines factual information into the fictional storyline. I thought this novel would be a great way to engage my students, while learning about space.
I also found a book of poems about space called Blast Off!: Poems about Space. I would implement this resource by making copies of the some of the poems for the students. They would read the poems in groups and discuss not only the content of the poem but the style as well. After analyzing and discussing the poems, we would make our own space poems. It would be a great connection to writing and would give students a chance to write about their learning in an interesting and creative way.
Below are the resources I found:
(1998-2009). Kids Astronomy. Retrieved May 10, 2010, from Kids Know It Network: http://www.kidsastronomy.com/
Becklake, S. (1998). All about space. New York, NY: Scholastic Reference.
Bredeson, C. (1998). Gus Grissom: a space biography. Springfield, NJ: Enslow Publishers.
Canright, S. (2010). NASA kid's' club. Retrieved May 10, 2010, from NASA: http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html
Cowen, R. (2007, March). Bang: the cataclysmic death of stars. National Geographic, 78-95.
Goodman, S. E. (2001). Ultimate field trip 5. New York, NY: Macmillan/McGraw-Hill.
Hawking, L. & Hawking, S. (2007). George’s secret key to the universe. New York, NY: Simon & Schuster Books for Young Readers.
Hopkins, L. B. (1995). Blast off!: poems about space. New York, NY: HarperCollins Publishers.
Jackson, E. (1994). The winter solstice. Minneapolis, MN: Millbrook Press.
Jeffrey, L. S. (1998). Christa McAuliffe: a space biography. Springfield, NJ: Enslow.
Moore, E. (2000). The magic school bus: space explorers. New York, NY: Scholastic, Inc.
Morton, O. (2004, January). Mars planet ice. National Geographic, 5-30.
Nadeau, I. (2006). Learning about the movement of the sun and other stars with graphic organizers. New York, NY: The Rosen Publishing Group.
Nicolson, C. P. (1999). Comets, asteroids and meteorites. Buffalo, NY: Kids Can Press.
Ornes, S. (2008, November 19). Speedy stars. Science News for Kids, Retrieved May 10, 2010, from http://www.sciencenewsforkids.org/articles/20081119/Feature1.asp
Ornes, S. (2010, May 5). Planning for Mars. Science News for Kids, Retrieved May 10, 2010, from http://www.sciencenewsforkids.org/articles/20100505/Note1.asp
Osborne, M. (1996). Magic tree house: midnight on the moon. New York, NY: Random House, Inc.
Rau, D. M. (2007). Black holes. Minnespolis, MN: Compass Point Books.
Rau, D. M. (2007). Space exploration. Minnespolis, MN: Compass Point Books.
Redfern, M. (1998). The Kingfisher young people's book of space. New York, NY: Kingfisher.
Simon, S. (2002). Destination, space. New York, NY: HarperCollins Publishers.
White, N. (1999). The magic school bus sees stars. NewYork, NY: Scholastic Inc.
Williams, G. T., & Regan, D. F. (1987). Adventures in the solar system. Los Angeles, CA: Price/Stern/Sloan Publishers, Inc.
Zelon, H. (2002). Apollo 11 mission: the first man to walk on the moon. New York, NY: PowerKids Press.
Tuesday, June 1, 2010
Wednesday, May 26, 2010
Fantasy and Sci Fi
I was very interested in this week's assignment, because I am a little weird when it comes to Fantasy and Sci Fi. Since I am not much of a reader and never have been, I am not at all drawn to fantasy or sci fi books. On the other hand I love the movies. I have seen all of the Star Trek movies and Harry Potter movies, and Chronicles of Narnia, but I have never taken the time to read the books. I think it is partly because I like to have a picture representation rather than visualizing in my head. I think that I was never encouraged to visualize or use my imagination, so I really need pictures that are created for me to fully understand what is going on.
My students on the other hand are very different. Many of them would way rather read a sci fi or fantasy book over seeing the movie. Many of them have awesome imaginations and were actually disappointed when they saw the movies of their favorite sci fi or fantasy movie. Many of them had pictured a different looking character or setting in their heads, so it was difficult to replace their own visualization with the movie's. We often talk about the fact that a movie is one person's, a few people's or a company's interpretation of an art form (aka: novel). Each of us may represent a book differently and that is okay.
I think my students like sci fi and fantasy for a few reasons. The first is like the YAL book said; it takes them into a new world. It allows them to think outside of the realm of reality. The most effective sci fi or fantasy books seem to have one important element. That element is a dose of reality. Maybe it has believable characters or a relationship that students can relate to or a setting that is real. Whatever it may be, the sci fi and fantasy books that my kids love the most have some way of connecting with real life. It makes it even easier for the students to visualize the book.
As a writing teacher, I love that students read quality sci fi and fantasy books. We then discuss how the writer connects to the reader. We talk about what we notice and what strategies or ideas we can use for our writing. We look at how the authors makes sure everything fits together without jumping around. We talk about how the authors put in parts that are reality to make the story more believable and comprehensible. It gives something for my students to aspire to be like.
My students on the other hand are very different. Many of them would way rather read a sci fi or fantasy book over seeing the movie. Many of them have awesome imaginations and were actually disappointed when they saw the movies of their favorite sci fi or fantasy movie. Many of them had pictured a different looking character or setting in their heads, so it was difficult to replace their own visualization with the movie's. We often talk about the fact that a movie is one person's, a few people's or a company's interpretation of an art form (aka: novel). Each of us may represent a book differently and that is okay.
I think my students like sci fi and fantasy for a few reasons. The first is like the YAL book said; it takes them into a new world. It allows them to think outside of the realm of reality. The most effective sci fi or fantasy books seem to have one important element. That element is a dose of reality. Maybe it has believable characters or a relationship that students can relate to or a setting that is real. Whatever it may be, the sci fi and fantasy books that my kids love the most have some way of connecting with real life. It makes it even easier for the students to visualize the book.
As a writing teacher, I love that students read quality sci fi and fantasy books. We then discuss how the writer connects to the reader. We talk about what we notice and what strategies or ideas we can use for our writing. We look at how the authors makes sure everything fits together without jumping around. We talk about how the authors put in parts that are reality to make the story more believable and comprehensible. It gives something for my students to aspire to be like.
Tuesday, May 18, 2010
WikiSpaces
I have a few fifth grade girls that really love to read. To encourage them to read even more and to think critically about their books, I started a book club. As a tech-rich classroom, I decided the book club should be technology based, so we made our discussions on a wiki. Wikispaces is a great site to use, because the school district does not block access (like they do with blogger), they have an eduction version that is ad free, all members can edit the pages, it is very easy to use, and students can do it on their own time. Check our our club's wiki. Both my students and I ask questions to the club and then we all post on it.
Guilebookclub Wikispace
Guilebookclub Wikispace
Oregonian Article
I was eating breakfast at Annette's Westgate Cafe in West Salem (best restaurant ever) and came upon this article. It is about some young adult ficiton by Northwest authors. It reminded me of the fiction chapter from our book. Click on the link to check it out.
Young adult fiction reviews: 'Restoring Harmony' by Joelle Anthony; 'The Line' by Teri Hall; 'The Gardener" by S.A. Bodeen
Young adult fiction reviews: 'Restoring Harmony' by Joelle Anthony; 'The Line' by Teri Hall; 'The Gardener" by S.A. Bodeen
Tuesday, May 11, 2010
Historical Fiction
For this assignment I read two historical fiction stories. The first was a novel by Gary Paulson called Soldier's Heart. The main character is Charley, who is fifteen when he leaves to fight in the Civil War on the Union side. He had no idea what he was about to see or experience in this war. He saw bloody battles that scarred him for the rest of his life. He even, unknowingly, help a wounded soldier kill himself by setting up his riffle for him. Charley was in constant survival mode and grew up rapidly through the war. When he returns to Minnesota he contemplates ending his own life because of the war demons that live inside him. This can be used in reading class as a whole group novel. While reading the story, I would create a class assimilation by dividing the class into North and South. The students would have a lot of opportunities to see what the soldiers went through both through the novel and the assimilation.
I also read Pink and Say by Patricia Polacco. In this picture book, Say is wounded in the civil war while fighting for the Union. Pink, an African American, finds Say and brings him to his home. Pink is also fighting for the Union. Pink's home is in the Southern territory. Pink's mother is put at risk by them being there, so Pink knows that they both must return to the Union for war. Unfortunately, Pink's mother ends up dying. While trying to return, the men are stopped by Confederate army members. Even though Say tries to cover up their identities, the Southerners are not fooled. Pink ends up being hanged and Say is sent to prison, from which he is released months later. I would use this book as a mentor text during my fiction writing unit. I think it shows a good connection between reality and fiction, which usually makes student writing stronger. I also think it can be used to show themes in writing. I encourage my students to use a theme in their fiction writing and Pink and Say has several themes in it.
I also read Pink and Say by Patricia Polacco. In this picture book, Say is wounded in the civil war while fighting for the Union. Pink, an African American, finds Say and brings him to his home. Pink is also fighting for the Union. Pink's home is in the Southern territory. Pink's mother is put at risk by them being there, so Pink knows that they both must return to the Union for war. Unfortunately, Pink's mother ends up dying. While trying to return, the men are stopped by Confederate army members. Even though Say tries to cover up their identities, the Southerners are not fooled. Pink ends up being hanged and Say is sent to prison, from which he is released months later. I would use this book as a mentor text during my fiction writing unit. I think it shows a good connection between reality and fiction, which usually makes student writing stronger. I also think it can be used to show themes in writing. I encourage my students to use a theme in their fiction writing and Pink and Say has several themes in it.
Tuesday, May 4, 2010
Opps!
I didn't realize that this week's assignment needed to be picture books that deal with more serious YA issues. I was just thinking about books I would use with my almost adolescents. I will be away from my school tomorrow, but on Thursday, I will update my post with new books. Sorry Sue!
Writing Picture Books
As the writing teacher for all the fifth graders at my school, I use pictures books in a different way. I love to find just "good" stories that the students will enjoy, but I look deeper for how I can use those picture books to teach writing lessons. I have picked some of my favorite mentor texts to share with you and they serve the purpose of a good read aloud, as well as fit writing lessons.
Owl Moon by Jane Yolen
In this story a father and daughter go out in the snow to go "owling," which means they call out to bring the owl out of its hiding place. It is a great story about father-daughter relationships and human relationships with nature. For writing, I was this for sentence fluency and language. It has some of the most beautfiul language in it. My students like finding the similes and areas that are very descriptive.
Airmail to the Moon by Tom Birdseye
Another great picture book with a theme behind it. Oreo, the main character, loses her tooth, only she ends up literally losing it. She starts blaming everyone else for taking her tooth. In the end she learns about blaming people before she has looked within herself. I use this in a couple ways for writing. The introduction and conclusion are very similar, so it is a little like a circular story, which is great for organization. I also like showing the repeated line throughout the story as a way to draw the readers' attention in.
Caves by Steven Kramer
Although this book is a non-fiction book, it is so well written that it feels like you are reading a fiction story. Kramer makes you feel like you are walking through a cave with him. He even has the first page completely black with blue writing to make you sense the darkness. I use this book to show voice. Kramer has a very strong voice even though it is an informational text.
The Top Secret Knowledge of Grown-Ups by David Wisniewski
This is a book about all of those rules that grown-ups have and their reasons for having them. Then it goes on to uncover and explain these rules from a different perspective. I like to use this book for ideas and content. This story inspires students to come up with their own rules and explaining the real reason behind it. I also encourage the students to notice the adjectives in this book.
Owl Moon by Jane Yolen
In this story a father and daughter go out in the snow to go "owling," which means they call out to bring the owl out of its hiding place. It is a great story about father-daughter relationships and human relationships with nature. For writing, I was this for sentence fluency and language. It has some of the most beautfiul language in it. My students like finding the similes and areas that are very descriptive.
Airmail to the Moon by Tom Birdseye
Another great picture book with a theme behind it. Oreo, the main character, loses her tooth, only she ends up literally losing it. She starts blaming everyone else for taking her tooth. In the end she learns about blaming people before she has looked within herself. I use this in a couple ways for writing. The introduction and conclusion are very similar, so it is a little like a circular story, which is great for organization. I also like showing the repeated line throughout the story as a way to draw the readers' attention in.
Caves by Steven Kramer
Although this book is a non-fiction book, it is so well written that it feels like you are reading a fiction story. Kramer makes you feel like you are walking through a cave with him. He even has the first page completely black with blue writing to make you sense the darkness. I use this book to show voice. Kramer has a very strong voice even though it is an informational text.
The Top Secret Knowledge of Grown-Ups by David Wisniewski
This is a book about all of those rules that grown-ups have and their reasons for having them. Then it goes on to uncover and explain these rules from a different perspective. I like to use this book for ideas and content. This story inspires students to come up with their own rules and explaining the real reason behind it. I also encourage the students to notice the adjectives in this book.
Subscribe to:
Posts (Atom)
