Literature Focus Unit Day One, Session One: Materials: The True Story of the 3 Little Pigs, by Jon Scieszka, Literary Report Cards worksheet, student journals, pencil Introduce story: 1. A grand conversation about different versions of well known fairytales (Ashpet and Cinderella etc. )-Prepare 2. Show students the cover of the book and read the title and then ask for predictions about the book- Prepare, Read Read the story aloud to the students cover to cover- Read After finishing the book: 1. Have students write their initial responses to the story in a journal.
Understanding Shakespeare, analyzing poems by Emily Dickinson and being able to visualize Harper Lee’s “To Kill a Mockingbird” opened up the world of writing and its impact for me. Using “I” in writing was all I learned in middle school with a class full of kids with the same background while wanting to above and beyond. Writing personal journals, leaning tenses and memorizing definitions didn’t quench my thirst of learning how to write a well written work like the one’s I read in my native language. Williams argues that culture should be included in writing and teachers should tolerate that while I have a different point of view on the subject. Including my culture and background in my identity didn’t make me stand out from my class, my use of rhetorical devices and use of words did.
In my case, I was studying English because it was a required subject and related to my grade in school in the first six years. However, the meaning for me to study English has been changing through the life in university and experiences abroad. In middle school, I started to study English, which is common in Japan. The center activity of the class I took is to understand new vocabularies and grammar. Even though teachers did some communicative activities such as a role-playing and discussion, it still focused on the accurate use of grammar.
Challenging children to read history books and literature can guide children to become knowledgeable and sometimes even to question various facts. I recall reading Harriet Tubman in my class and that I was filled with a lot of questions in my head wondering why she had to go through a tunnel, I needed answers for my undeveloped mind, so I would ask questions and seek a response. The Arthur show is derived from books, which enforces a message that children should read books so that they can could expand and possible even create great ideas or expand. At that point in my education, I realized that I was a visual learner since I would acquire knowledge from images. The show had ended and it was time to continue with my afternoon activities of being an active student in my education by doing my book homework.
My feelings about the English language, including both grammar and literature, have changed several times throughout my life. These changes took place as I was influenced by my family and by the different teachers that I have had throughout my academic career. As a young boy, I knew very little about the English language, but the instruction which I have received throughout my academic career has worked to shape my feelings about the English language. My parents began reading to me when I was very young. When I was only six months old, my parents bought me a number of plastic books.
I started with the easy books with pictures and as my English classes progressed I went to harder books. I would go home and study the alphabet and the little note cards with words I couldn’t pronounce. I had made it my mission to learn English and that was what I was going to do. Day by day I began to understand more and more and that made me keep on trying. Eventually by the middle of the year I started talking, I understood what she was asking and I could answer back.
Due to both of these things, I found it hard to really narrow the focus of the assignment and so I struggled with the first draft of paper. However, after a conference to discuss my revisions, I narrowed the focus to student engagement and interest and the ways that Ms. Rainwater achieved those two things in her classroom. I found that Ms. Rainwater answered in her email different ways that she kept students’ engaged in her classroom, and I found that the ways that I mentioned in my paper, namely creating the expectation for writing in the classroom, giving practical outlets and audiences for their writing, and allowing for student choice in assignments, really helped her students to push through writing assignments and provide thoughtful pieces. This revision process helped me to really hone in on a focus as well as reflect on practicum experience with Ms. Rainwater. I think, no matter what age or level of schooling,
Galit didn’t come to school on Monday and as a result I taught alone. I had some concerns regarding classroom management before the lesson; however, in general, the pupils listened to me, cooperated and I think that I achieved the main purpose of the lesson. In the other lessons I observed another English teacher at school, Amna. In one of her lessons she asked her pupils to write letters to the pupils in Tira. It was a very nice lesson, I could see that the pupils interested in the project, they asked me some questions about it and shared with me their
However, after having done my student teaching last semester, I have learned that modeling my own writing for the students not only helps them to see more clearly how I write, but helps me understand how I write as well. My first student teaching experience took place in a seventh-grade English classroom during the second half of the school year. The first couple of weeks gave me an opportunity to observe both the teacher and the students participating in various writing activities. One assignment in particular asked the students to choose a topic of interest and write down on paper all the information that they already knew about this subject. A simple assignment, right?
The original book was in the classroom all year, and I heard the pupils read it for each other several times. In the end, we made a photo story where the pupils made their own story based on the book and they spoke in to a microphone. To conclude: Reading stories with children introduces them to the complex nature of language and helps them in acquiring important language skills. However, the type of books read to children contributes to the depth of their learning. Picture books are not only books with pictures but also a world on its own.