Bio Poem

Bio-Poem

 

Emily

Brave, Old-Fashioned, Bitter, helpless

Child of Sin

Lover of cows, josh, God

Who feels alone, sad, and forgotten

Who gives everything, nothing, and help

Fears clowns, disappoint, and failure

Who would love to see the world, God, and grandmother one last time

Lives upon a mountain top so high

Lail

I am

I am Poem-Winn-Dixie

I am Winn-Dixie, dirty & misunderstood

I wonder why no one wanted me

I wonder why I cannot find any food

I see fun and games in everything

I also see the way you look at me

I am Winn-Dixie, dirty & misunderstood

I have thoughts, just like you

I believe am friendly

I will follow you everywhere opal

I will be here for you

I will wait on you

I am Winn-Dixie, dirty & misunderstood

I love the treats I get

I appreciate everything

I miss you when you are gone

I want to help you

I am Winn-Dixie, dirty & misunderstood

Censorship

Censorship is something that we need, but people take it to an extreme. There are some books that are not appropriate for some age groups. But, like suing, people have taken it to a whole new level. Let’s take Flowers for Algernon as an example. I love this book. This book is not appropriate for younger children. I believe if you allow ages 15+ they will be able to fully comprehend the book. I think instead of having such a large banned book list, have a rating for them. Movies & Video games have ratings, we do not ban Grand Thief Auto, we simply rate it a certain way.  If you have a rating system, welcome the parent to read along with us as we read a P.G 10+ book.

Who Am I?

I believe i am most like Max from Where The Wild Things Are. I have a very vivid imagination! I also find some sort of trouble.

Reader Responses Sept 15th

 

Title: Head, Body, Legs: A Story From Liberia                                            Emily Lail

Author: Paye, Won-Ldy & Margaret Lippert                                              RE 3240

Genre: Traditional Literature/Folklord                                                      Due: 9/15/11

Date of Publication: New York : Henry Holt & Co., 2002

ISBN: 9780805065701

Other Designators: Multicultural

Reading level: 2

Lexile Measure: 220

GRL: J

Scholastic Reading Level: 2.1

AR: 0.5 points

 

Summary:

They story tells how the parts have to work together in-order to make a whole work. “Long ago, Head was all by himself.” As it turns out, head, arms, legs, and body were not together and could not accomplish basic tasks. For example, head met arms when he was trying to eat cherries from a tree. When they attached themselves and worked together, they were able to pick and eat the cherries. As each part encounters each other it is in a funny way. It was a great way to teach children how to work together.

 

Response:

This is one CREEPY children’s book. It has bouncing body parts meeting each other in order to get mundane task done.  But kids like being able to “connect” to a story and they can this one. They have body parts and they work together. So I would read it to my class. I wish my teacher would have read this book to me. From a kids point of view it makes since why we should be like the body. I also like how the art goes along with the Liberia folk-art. The body parts are black, and the shapes are not “Clean-cut.” I would even use this book with the older kids when learning about different countries.

 

Curriculum Connections: GRADE 2^ND

WORLD LANGUAGES:

4.04 Demonstrate understanding of children’s stories, poetry, and folktales of the target cultures.

4.05 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, and/or electronic materials and cultural artifacts.

REGIONAL STUDIES

3.01 Compare similarities and differences between oneself and others.

 

Teaching Ideas:

I would use this book in many ways depending on the grade of the students. Younger kids I would read this toward the beginning of the year. I would read the book and then discuss how we can each be Legs, Arms, Body, and Heads. Then I would sit them down and let them draw a story about how we can help each other has the story did.

I would also use the book for older kids. When we are discussing different cultures and how we response to them, I would bring enough books for them to read and write down how the book effected them. Then I would break them into small groups and get them to make their version of the book and act it out in class.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Title: Tops and Bottoms

Author: Janet Stevens

Genre: Traditional Literature

Date of Publication: San Diego : Harcourt Brace, c1995.

ISBN: 9780152928513

Other Designators: Caldecott

Reading level: 4

Lexile Measure: 580

GRL: L

Scholastic Reading Level: 3.8

AR: 0.5

 

 

Summary:

There is a bear, and a hare. The bear is very lazy and has a lot of land. The hare and his family are very poor. So hare comes up with a plan. He goes to bear and ask him to plant a garden and he would just have to provide the things and he would do the labor, hare would get bottoms and bear would get tops. Bear agrees every time and always comes out on the losing end.

 

Response:

Such a tricky hare! This is one of my favorite stories. It kind-of reminds me of society today. We are always trying to better ourselves by undertaking someone else. The end where the hare family sits up a produce stand always kills me. So funny!

 

Curriculum Connections: GRADE 3^RD

THIRD GRADE CITIZENSHIP

2.02 Analyze similarities and differences among families in different times and in different places.

LANGUAGE ARTS

2.03 Read a variety of texts

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

• author’s purpose.
• plot.
• conflict.
• sequence.
• resolution.
• lesson and/or message.
• main idea and supporting details.
• cause and effect.
• fact and opinion.
• point of view (author and character).
• author’s use of figurative language (e.g., simile, metaphor, imagery).

 

 

Teaching Ideas:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Title: Who’s Afraid Of The Big Bad Book

Author: Lauren Child

Genre: Modern Fantasy

Date of Publication: New York : Hyperion Books for Children, 2003

ISBN: 9780786809264

Other Designators:

Reading level: 4

Lexile Measure: 800

GRL: Q

Scholastic Reading Level: 4.4

AR: 0.5

 

Summary:

This story is about a little boy who loves reading. But he likes reading what he wants to read. One night he cannot find what he always reads and he picks up fairytale book. He falls asleep reading it and falls into the story. Well he goes through quite a few stories. Some of the characters in the book are upset with him because has not taken care of the book; he has drawn on some of them and cut some out! In the end he learns that he needs to take care of all his books, because he don’t know when he will fall in.

 

Response:

I have not read this book before class. I thought it was the cutest thing ever! It is for the younger age though. I like how all the fairytales was brought together in a new way. I also love the way the book is drawn.

 

Curriculum Connections: 4^TH GRADE

LANGUAGE ARTS

2.03 Read a variety of texts

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

• analyzing the impact of authors’ word choice and context.
• examining the reasons for characters’ actions.
• identifying and examining characters’ motives.
• considering a situation or problem from different characters’ points of view.
• analyzing differences among genres.
• making inferences and drawing conclusions about characters, events and themes.

 

 

Teaching Ideas:

 

 

 

Title: If You Give A Mouse A Cookie

Author: Laura Numeroff

Genre: Modern Fantasy

Date of Publication: New York : Laura Geringer Books, c2010.

ISBN: 9780060245863

Other Designators:

Reading level: 2

Lexile Measure: 660

GRL: K

Scholastic Reading Level: 1.8

AR: 0.5

 

Summary:

“If you give a mouse a cookie, he will need a glass of milk.” This story is about one mouse that keeps asking for more and more. The little boy may get into some mischief along the way. In the end, the mouse will need your house!

 

Response:

I have loved this story since I was a small child. I love all of Laura Numeroff’s books. It teaches that you don’t have to have everything to be happy. Also to never trust a mouse.

 

Curriculum Connections:  KINDERGARTEN

SOCIAL STUDIES

6.01 Distinguish between wants and needs.

6.03 Identify examples of how families and communities work together to meet their basic needs and wants.

WORLD LANGUAGES

2.04 Demonstrate understanding of spoken key words in a variety of materials (e.g., songs, short narratives, simple poems, rhymes, cartoons).

 

Teaching Ideas:

 

 

 

 

 

 

 

 

 

 

 

 

 

Title: The Hunger Games

Author: Suzanne Collins

Genre: Modern Fantasy

Date of Publication: New York : Scholastic Press, 2008

ISBN: 9780439023481

Other Designators:

Reading level: 5

Lexile Measure: 810

GRL: Z

Scholastic Reading Level: 5.3

AR: 15

 

Summary:

This story is based in future America, called Panem. It follows this 16-year-old girl who is selected to compete in a deathly-televised tournament in which 24 teenagers from a Panem are selected to fight to the death for the entertainment of the country. It has a three-part book series.

 

Response:

This series of books are my favorite book right now. I love how Panem reminds me so much of the holocaust. Also, this could very well happen to America. I know most people can’t see it, but I can. It also has a love triangle in it, which I love! Best book right now and I am recommending everyone read it!

 

Curriculum Connections: GRADES 5^TH-12^TH

SOCIAL STUDIES 5^th

4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism.

5.01 Categorize economic resources found in the United States and neighboring countries as human, natural, or capital and assess their long-term availability.

LANGUAGE ARTS

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

• making predictions.
• formulating questions.
• supporting answers from textual information, previous experience, and/or other sources.
• drawing on personal, literary, and cultural understandings.
• seeking additional information.
• making connections with previous experiences, information, and ideas.

2.03 Read a variety of texts

 

 

Teaching Ideas:

I would love to have the kids (11^th) that were learning about the depression. Read the book and compare the history to the book. Then write and see if they think the way we are heading in the world, how do they think the future will be.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

AHHHHH

Okay i have had my reader response done, except for the Curriculum Connections.

Is anyone else having trouble with it? Just asking.

-em

 

(i feel like max)

 

Gaze At The Sky: Found Poem

On a summer night, gaze at the sky.

My mind is made up, gaze at the sky.

One last time, gaze at the sky.

The hour has come, gaze at the sky.

Running through, heart pounding, gaze at the sky.

In a dust cloud, gaze at the sky.

Patrollers nabbing runaways, gaze at the sky

The broom became a staff, then a rifle, gaze at the sky.

I’d rather die than be a slave, gaze at the sky.

Lord, I am a stranger here, here in the sky.

1st assignment

What is your earliest memory of reading?

• My earliest memory of reading is in my kindergarten classroom. We had these three word books, if you read one all by your self you got to get a prize out of the box. I called my teacher over and read “I am Pat.” That is the first time I remember reading. But according to my mother, I was reading before I got to kindergarten.

 

Who read to you? Did they read to you often?

• I had a lot of people who read to me. We would read everyday. I read every night before bed. My mother would let me pick a book from the book shelf. My great-aunt bought me these books from some kind of book club each month.

 

What was your favorite book as a child?

• I really don’t remember having a favorite book. I jut remember reading “Dont Forget the Bacon” a lot. It was about a  boy going to the market to get a list of food for his mom. He made this rhyme up to remember and ends up messing it all up and forgetting the bacon!

 

Did you ever discover, love, and devour an entire series of books?  If so, what series did you love?

• Hahahahaha, okay I’m about to embarrass myself. The first book series I can remember loving is “The Babysitters Club.” Yes, I am a girl, and I am a girly girl. But since then I have found a lot of book series I love, most recently, “The Hunger Games.”

Let me see how this works….

🙂 does it work???