Week 8 Questions

1. How many hours did you complete?  

• 5 hrs

2. In a short paragraph or bulleted list, how did you spend your time?

• I spent a large portion of my time observing the Reading/Language Arts teacher. I enjoyed learning some of the strategies she uses in her class as well as learning more about my students and their abilities in a Reading/Language Arts classroom. This was also beneficial for me as a planned and taught a lesson to one of these students. 

3. How did the experience help you to strengthen at least one Kentucky Teacher Standard? (be sure to name the standard)

• Through my observation in a Reading/Language Arts classroom I was able to reflect on my own stengths and weakness as a teacher as well as evaluate the teaching and learning of a co-worker. Not only could I evaluate my own strengths and weaknesses, but also that of my students. It was very interesting to see the difference in my own students from one core subject to another. (KTS 7: The teacher reflects on and evaluates teaching and learning.)

4. Talk a little about one thing you learned because of this field experience. 

• I have thoroughly enjoyed my field experience not only for this class, but in all my classes. It is amazing how much I have learned about myself as a teacher and my students through field experience. I found it very helpful to observe a coworker teaching and the strategies she used with the same students I teach on a daily basis. I feel it is easiest to realize your own strengths and weaknesses through observation of another teacher, and in my case, a more experienced teacher. I feel like this teacher did a great job in using higher order questioning, which is a very important strategy. Although observing some of the more experienced teachers are very helpful, I also noticed some of my strengths: creativity, organization, classroom management, etc.

Reading Log & Wiki List

Reading Log for 25 books 

Genre / Titles you read (Hit enter after each one and a new number should pop up)

             I.      Non-fiction/Informational (1 chapter book or photo essay book reflection required on blog)

1)      My Life in Dog Years by Gary Paulsen

          II.      Poetry (1 chapter or picture book reflection required on blog)

1)      Jump Ball: A Basketball Season in Poems by Mel Glenn

       III.      Modern Fantasy (1 chapter book reflection required on blog)          

1)      I, Jack  by Patricia Finney. (required for discussion – do NOT use on blog)

2)      Ender’s Game by Orson Scott Card’

3)      Life As We Knew It by Susan Pfeffer

       IV.      Historical Fiction (1 reflection required on blog –can be a picture book)     

1)      The Teacher’s Funeral by Richard Peck. (required for discussion – do NOT use on blog)

2)      Soldier’s Heart by Gary Paulsen

3)      Bud, Not Buddy by Christopher Paul Curtis

4)      If a Bus Could Talk: The story of Rosa Parks by Faith Ringgold

          V.      Multicultural/Traditional (1 reflection required on blog – can be a picture book)     

1)      Hiroshima: A Novella by Laurence Yep (required for discussion – do NOT use on blog)

2)      Monster by Walter Dean Myers

3)      Pandora by Robert Burleigh

4)      If You Come Softly by Jacqueline Woodson

       VI.      Realistic Fiction (1 chapter book reflection required on blog)

1)      Baby by Patricia MacLachlan. (required for discussion – do NOT use on blog)

2)      What Happened to Goodbye by Sarah Dessen

3)      The Homework Machine by Dan Gutman

4)      Soccer Chick Rules by Dawn Fitzgerald

5)      Runaround by Helen Hemphill

6)      The Perfect Shot by Elaine Marie Alphin

    VII.      Picture Books (5 reflections required on blog during the first two weeks of class. There should be a total here of at least six.)

1)      The Wednesday Surprise by Eve Bunting. (required for discussion – do NOT use on blog)

2)      Riding the Tiger by Eve Bunting

3)      The Gettysburg Address by Abraham Lincoln

4)      Train to Somewhere by Eve Bunting

5)      The True Story of the Three Little Pigs! by Jon Scieszka

6)      Faithful Elephants by Yukio Tsuchiya




Wiki Checklist
Instructions: Write the number of entries for each category you posted into on the Course Wiki (requirement is two total posts, in two different categories)

_____ Social Studies
_____ Science
_____ Math
_____ Music
_____ Art
__1_  Reading/Language Arts
_____ Physical Education
__1__ Other

My Life in Dog Years

Paulsen, G., & Paulsen, R.W. (1998). My life in dog years. New York, N.Y: Delacorte Press.

My Life in Dog Years contains stories about several of Paulsen's dogs. A few are sad, but even the sad ones can be funny. For instance, in "Dirk," Paulsen lives in a basement, surviving on what he can earn from setting pins at the bowling alley and selling newspapers in bars and trying to avoid having his money stolen by teenage thugs. This is a bleak background, but Paulsen tells the story with much vigor, and the descriptions of Dirk chasing away thugs are very funny. Other stories describe disastrous circumstances, but Paulsen seems to attract dogs that love him, at least two of which he characterizes as coming close to being "a live nuclear weapon," and a smart dog or two that were smarter than many humans. My Life in Dog Years is adventure in the wilderness, it is dogs, bears, skunks, pigs, gardens, and barns, and it often tugs at the heart, but mostly it is fun. The lingering impression from the book is happiness.

It is easy to discern why My Life in Dog Years is an example of informational literature. It provides the reader with factual material from which he or she might gain insightful information. The theme and style of this book also allows for the reader to conclude that yes, it is an informational book. I loved reading this book. It made me laugh and it made me cry. I also made text-to-self connections while reading My Life in Dog Years. I would highly recommend this book for any age group's perusal as it does not limit itself to one particular age.

Field Experience Reflection

           I have thoroughly enjoyed my field experience not only for this class, but in all my classes. It is amazing how much I have learned about myself as a teacher and my students through field experience. I found it very helpful to observe a coworker teaching and the strategies she used with the same students I teach daily.

            I feel it is easiest to realize your own strengths and weaknesses through observation of another teacher, and in my case, a more experienced teacher. I feel like this teacher did a great job in using higher order questioning, which is a very important strategy. Although observing some of the more experienced teachers are very helpful, I also noticed some of my strengths: creativity, organization, classroom management, etc.

            It was also interesting to see how my students behaved and interacted in a classroom other than mine. Some of my students seemed smarter than maybe I had previously seen them based on my subject matter of math. However, some didn't do as well as what they do in my class. Not only could I evaluate my students based on academics, but also their behavior. One student was very disruptive in the class I was observing, but is always well behaved in my room. This suggests to me that I have good classroom management and organization, allowing fewer opportunities from disruptive behavior.

            Through my observation in an English/Language Arts classroom, I was able to learn more about the students I would be working with to teach my lesson for this class. Since I teach math, I tend overlook my student’s reading and writing abilities. So, through this observation, I was able to determine the areas my students need additional help. Overall, my field experience has been very helpful and been a great learning experience as I grow as a teacher and strive to better my teaching methods and strategies. 

Soldier's Heart (Book Trailer)

Paulsen, G. (1998). Soldier's heart: A novel of the Civil War. New York: Delacorte Press.

What Happened to Goodbye

Dessen, S. (2011). What happened to goodbye. New York: Viking.

Book Talk

How would you like to walk through a new door and become someone completely different...a new name, new appearance, new mannerisms, new everything!

That is what seventeen-year-old Mclean has been doing for the last couple of years. Her dad is a restaurant consultant and they move a lot—four times in the last couple of years—and each time Mclean walks through the door of her new school, she is someone new. And to tell the truth, if you asked her about the real Mclean, she wouldn't be able to tell you who that was anymore.


Taking on a new persona is Mclean's way of not being the daughter of a couple whose divorce was public, brutal, and scandalous. Though she lives with her father, their relationship is not the best, and she can hardly stand to speak to her mom who is now remarried with three-year-old twins.  

At Lakeview, Mclean is finally making some real friends, both a her school and at the restaurant her father is trying to save. She is especially close to the boy next door. She even tells him her real name! So when the time comes for her father to move on, for the first time, Mclean really doesn't want to go. 

Learning that life is often a series of concessions and compromises, the real Mclean now is faced with decisions she's never had to make before. Will Mclean move with her father, back with her mother, or neither? To find out read Sarah Dessen's book What Happened to Goodbye.

Jump Ball: A Basketball Season in Poems

Glenn, M. (1997). Jump ball: A basketball season in poems. New York: Lodestar Books/Dutton.

Reflection Here

A high school basketball season is experienced through the personal poems of the members of the basketball team as well as other key members to the story. Competition, dating, pregnancy, and tragedy are explored throughout the pages. We read about Garret James, a player looking to go pro, and his love of the game and dislike for the media's questions. Author Mel Glenn uses the poetry to convey attitudes of the characters. We feel like James is somewhat quiet and prefers to do his talking on the court. Mary Beth Hoskins' poem reveals her tolerance for having a husband as a dedicated basketball coach, but we also sense her loneliness as we read, "I often eat, sleep, and live alone." The poems give you glimpses into the accident that occurs at the end of the book and readers will be anticipating the outcome.

Jump Ball is an abstract play on emotions. The reader will connect with the lives and feelings of the characters and will develop their own hopes of what happens to them. Readers will also connect with the cultural language that is used with words such as, "ain't doin' nothin'," "outta here," and "I ain't no ball player, you is." Differentiated poem sounds and structure are used to keep readers interested. For example, poems with same word endings like "zone" and "zone" in Garret James (below) and slant rhyme poems like Dennis Carleton can spark interest among users with words that don't rhyme but are similar like "enough" and "but" or "son" and "was." In addition, the Basketball Pulse poems are concrete poems with also appeal to young readers.

Garrett James

I've played in tournaments 'round the country.
I've gone coast-to-coast,
From one baseline to another,
From one ocean to another.
I've flown over more time zones
Than you can remember.
But there is only one zone that counts,
Not the parking zone,
             hospital zone,
             loading zone,
             commercial zone,
Not the combat zone,
             red zone,
             end zone,
             neutral zone,
When I am in THE ZONE,
Every pass connects: every shot clicks.
I can't hear the crowd or the coach.
I am alone, alive, above the rim, above the arena,
Playin' in a zone for which there is not defense.
Nobody can ever hurt me up there.
I am untouchable. 

Pandora

Burleigh, R., & Colon, R. (2002). Pandora. San Diego: Silver Whistle.

Reflection Here

This is the story of the classic Greek myth of Pandora, the beautiful woman obsessed with her own curiosity and ultimately tempted to satisfy it. The author gives a good explanatiplot better, but also the magnitude of Pandora's crime. The text is almost poetic in its verse-like design. Language is used carefully, precisely, and pointedly. This adds to the suspense of the story as the reader feels Pandora's temptation rise. The illustrations resemble gallery oil paintings as each is carefully framed on a page. The entire book gives an aura of seriousness and concern; the magnitude of Pandora's weakness is appreciated. Older children will understand the moral behind this story and acknowledge the strength of temptation and the power of hope.

on of the myth's origins at the beginning of the book as well as a glossary of Greek gods' names. All of this not only helps the reader understand the

Pandora has been warned about the forbidden jar. Although she is surrounded with gifts and has rooms, gardens, and a courtyard to explore, Pandora is drawn to one room -- the one that holds that jar. Is Pandora's curiosity a curse?

In a seamless blend of prose and verse -- and drawing from traditional mythological sources -- Burleigh dramatically tells Pandora's story for young readers. Complemented by Raul Colon's bold illustrations, Pandora is an unforgettable introduction to the classic myth.

Grade Level: 3-5

Monster

Myers, W.D., & Myers, C. (1999). Monster. New York, N.y: HarperCollins Publishers.

Reflection Here

Steve Harmon, a sixteen-year-old African American teen from Harlem, is awaiting trial for his role as an accomplice in a drugstore robbery that ended in murder. Before being imprisoned, Steve enjoyed amateur film making and while in confinement decides to write his experience in prison as a movie script. In a movie script format, Steve gives readers an account of the events leading up to the crime. As narrator, director, and star of his story, Steve navigates readers through the events of the courtroom and discussions with his attorney. He directs camera angles at various characters in the story from the judge, to

witnesses, and to the other teens involved in the crime. Readers are given a front seat to the personal dialogue Steve has with himself through diary entries he tucks in among the script. Steven writes this note to himself, "I want to know who I am. I want to know the road to panic that I took. I want to look at myself a thousand times to look for one true image." (Pg. 281). Is Steve innocent of his part in the crime? Readers must wait until the end of the story to find out Steve's courtroom and personal verdict.

This novel is written in first person perspective from Steve's viewpoint. He presents himself through his journal entries and a screenplay. The protagonist of a story is the main character who traditionally undergoes some sort of change. He or she must usually overcome some opposing force. In this story, the protagonist is Steve Harmon who is on trial for his life. The antagonist of a story is the force that provides an obstacle for the protagonist. The antagonists include the justice system, the neighborhood which impacts young men like Steve, the people Steve associates with in the neighborhood, and Steve himself.

Monster is a multicultural novel because is depicts life for African American teens growing up in inner city neighborhoods. The characters know poverty, war, neglect, and the street life.

A great way to use this in the classroom would be to allow students to write the closing arguments for the defense and/or prosecution.

Grade Level: 7-10

Ender's Game

Card, O.S. (1991). Ender's game. New York: Tor.

Reflection Here

In order to develop a secure defense against a hostile alien race's next attack, government agencies breed child geniuses and train them as soldiers. A brilliant young boy, Andrew "Ender" Wiggin, lives with his kind but distant parents, his sadistic brother Peter, and the person he loves more than anyone else, his sister Valentine. Peter and Valentine were candidates for the soldier-training program but didn't make the cut — young Ender is the Wiggin drafted to the orbiting Battle School for rigorous military training. 

Ender's skills make him a leader in school and respected in the Battle Room, where children play at mock battles in zero gravity. Yet growing up in an artificial community of young soldiers, Ender suffers greatly from isolation, rivalry from his peers, pressure from the adult teachers, and unsettling fear of the alien invaders. His psychological battles include loneliness, fear that he is becoming like the cruel brother he remembers, and fanning the flames of devotion to his beloved sister.

Is Ender the general Earth needs? But Ender is not the only result of the genetic experiments. The war with the Buggers has been raging for a hundred years, and the quest for the perfect general has been underway for almost as long. Ender's two older siblings are every bit as unusual as he is, but in very different ways. Between the three of them lie the abilities to remake a world. If, that is, the world survives. 

There are endless ways to use this book in the classroom. Although this book is about "children" I feel its intended audience is for students in at least the sixth or seventh grade. This would be a great novel to teach the elements of a story (exposition, rising action, climax, falling action, and resolution). Students could work in groups or individually to draw a scene of their choice from the book, drawing a particular setting, or drawing a character in his or her uniform. Students could get creative by painting or coloring images, or by creating the image using a graphics program, which students are very familiar with these days. After the artwork is done, students could also write paragraphs describing, as vividly as possible, one of the images another classmate has drawn. 

Riding the Tiger

Bunting, E., & Frampton, D. (2001). Riding the tiger. New York: Clarion Books.

Reflection Here

Esteemed author Eve Bunting brings all her insight, empathy, and storytelling skill to this powerful allegorical tale, set in the streets of an unnamed city and illustrated with striking woodcuts. Danny, new to town, is proud when a glittery-eyed tiger invites him for a ride. He climbs up onto the tiger's massive back, and together they cruise the neighborhood. Everyone gives them respect — shopkeepers and passerby, even other kids. Danny feels powerful and much older than ten. Soon, though, he realizes it isn't respect people feel for him and the tiger — it's fear. And when he decides to get down off the tiger's back, he discovers it's a lot harder than climbing on. Whether the tiger is interpreted to represent gangs, drugs, or something else altogether, this book is sure to provoke discussions about temptation, peer pressure, and conformity.

This is a very good book on multiple levels, while the reading level is adequate for lower level readers, content would be great for upper grades as well. Bunting's use of metaphor for a complex social issue is outstanding. This book looks a multiple issues many children face and have them examine it on a critical perspective. Simply the idea of helping children examine perspective in social situations would warrant a good book. The artwork is also a very good example of modern woodcut prints. While enjoying the look of woodcut, in my opinion, is somewhat a matter of preference the arts color and style support the text and carry the story well.

The Gettysburg Address

Lincoln, A., & McCurdy, M. (1995). The Gettysburg address. Boston: Houghton Mifflin.

Reflection Here

The deliberate pace Lincoln's words acquire when spaced out in this power, somber book gloriously introduces the most famous speech in American history to a new generation and gives fresh meaning to those who have read and heard it before. Everything about the book is admirable. The type is beautiful, simple, and restrained. The black-and-white illustrations strike an interesting balance between the look of period engravings and the cropping and muscular vigor of a more contemporary point of of view. In a particularly striking spread, readers see the close-ups of crosses marking graves while in the background a crowd has gathered to hear the speech on a plain marked by a cannon-blasted tree. Another scene shows a group of wounded, bandaged men, one without a foot, one without a forearm, who serve as visual reminders of the human cost of battle. A short introduction by historian Gary Wills provides context without weighing the book down with information; the more personal note about McCurdy's great-grandfather Jack, who fought in the battle and lived to tell about it, adds a satisfying sense of connection between the generations.

There are numerous lessons this book could be used for and in a variety of grade levels.
1. Students could list events that led up to Lincoln's Gettysburg Address.
2. Students could present an argument as to why Lincoln gave The Gettysburg Address.
3. Students could summarize portions of the Gettysburg Address in their own words or present an overall summary of the document.
4. Students could discuss why they believe the Gettysburg Address is still relevant in today's society.

This book could be used across the curriculum not only in history/social studies classes but also in reading and language arts/writing classes.

Faithful Elephants: A True Story of Animals, People and War

Tsuchiya, Y., & Lewin, T. (1988). Faithful elephants: A true story of animals, people, and war. Boston: Houghton Mifflin.

Reflection Here

Faithful Elephants is the story of a zoo in Japan during World War II. City officials worry that if the city is bombed, the zoo animals may escape and cause more damage. The zoo is forced to euthanize all the animals by the Army, but the elephants are too smart to eat the poisoned food, and their skin is too touch for hypodermic needles. What will zoo keepers do now? How will they kill the elephants, or will they? Zoo keepers were successful in killing a tiger, bear, lion, and large snake as this can be witnessed on a double-page spread illustration.

I can think of many activities this book could be used with in the curriculum. However, with the emphasis Common Core Standards have put on writing, it is crucial to have student begin writing strategies as soon as possible. I could use this book for letter writing. Letter writing through a character's point of view helps children empathize with characters and think deeply about their choices. After students read Faithful Elephants," we could discuss the characters. Students could be ask questions like, "How did the zookeepers feel about the war?" or "What else could have been done to save the animals?" After the discussion, students could write a letter to a friend or family member from the viewpoint of one of the characters describing how war has affected his or her life. In stories like Faithful Elephants where major characters are animals, students could write from the animals' perspectives as well.

The True Story of the 3 Little Pigs!

Scieszka, J. (1989). The true story of the three little pigs!. New York: Viking.

Reflection Here

This is a true story that changes everything by telling the story of The Three Little Pigs from the point of view of the wolf. The wolf begins by telling the reader his name (which is Alexander T. Wolf) and explaining that the Big Bad Wolf thing is all wrong. He can't help it that he likes to eat cute little animals. It's just the way wolves are. And the story with the three little pigs is really about a sneeze and a cup of sugar. The poor wolf was actually framed (or so he says).

This story proves that there are two sides to every story. A venn diagram would be a great tool to compare the original story to the "fractured" story. Questions for discussion might include: If you were a lawyer, who would you defend and why? What other fairy tales do you think have characters that may have been unfairly accused? This book could also be used to encourage students to write the other side to a popular story. The illustrations are also very humorous and include some collages. This book is enjoyable for adults who are tired of the same old story, too.

Train to Somewhere

Bunting, E. (1996). Train to somewhere. New York, NY: Clarion Books.

Reflection Here 

Train to Somewhere, inspired by a chapter of American History, imagines a journey on one of the many "Orphan Trains" that, between the mid-1850s and the late 1920s, brought children from New York City orphanages to adoptive families in the West. The narrator of this heart-wrenching story is Marianne, who boards the train in New York with 13 other children and Miss Randolph, their caretaker, to be taken in by people in the country towns at which they stop. Marianne is older and knows she will be difficult to adopt since she's not cute or pretty. Those more physically appealing, younger children, and the stronger older ones are taken first. At each town the children put on their most cheerful faces and each time there are fewer and fewer to re-board the train. Marianne clings to a chicken feather and the hope that her mother who promised to come back for her before leaving her at the orphanage will be waiting for her at one of the stops. Finally, it is Marianne alone who gets off the train at Somewhere with Miss Randolph. Will her mother be there waiting, will anyone even be waiting at this stop, or will she find a family to adopt her? There's one way to find out, and that is for yourself. I warn you, this is a very touching book, but I strongly suggest taking the time to read it.

The illustrations in this book are excellent and the pictures are very realistic and follows extremely close to the story line. Illustrations, from what I can tell, were done in watercolor.

Introduction

Hi. My name is Ashley Hughett. I am a 6th grade math teacher at Huntsville Middle School. Math is definitely my passion and I enjoy every day of my job. I am broadening my education by completing my masters degree in the reading and writing specialist program at University of the Cumberlands. I have a bachelors degree in middle school education also from UC. I enjoy spending time with my family, going to church, playing sports, and coaching. I look forward to reading the books required for this course and learning new ideas to use with my students.