Jenkins, S. (2010). Bones. New York, NY: Scholastic Press.

In the book Bones by Steve Jenkins which shows so many interesting things. There is a spread of life-sized animal bones, human bones are quantified and qualified. Bones of the human body are compared with other species. Symmetry and joints as well as adaptations for survival are introduced. The subheadings are also too cute and catchy, such as, "That's a Handful." Students can also be lured in by interactive touches.  The representations that are life size, are clearly labeled.  A "More About Bones" spread completes the book with a hodgepodge of fascinating facts. With applications that range from anatomy to evolution and mathematics, this book will find a place in every collection.  It is very interesting to adults and children.  It discusses how bones break and how they repair themselves.  Overall, this book is great which provides lots of information about the bones and comparisons in which students could gain a lot of information from.  In science, students could compare human bones and other species and create an article of the differences.

Reading Log

Beth Gordon

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)      Bones by Steve Jenkins

2)      For Boys Only: The Biggest Baddest Book Ever by Marc Aronson and HP Newquist

3)      If You Lived While Slavery Was In America by Anne Kamma

4)      Cultures of the World by Cavendish Marshall

 

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

1)      Me I Am by Jack Prelutsky

2)      Witness by Karen Hesse

3)      Poetry for Young People: Langston Hughes by David Roessel, Arnold

Rampersad

4)      All The Colors of the Race by Arnold Adoff

 

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

1)      Double Identity by Margaret Peterson Haddix

2)      Pigs Might Fly by Dick King-Smith

3)      The Giver by Lois Lowry

4)      Gregor the Overlander by Suzanne Collins

 

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

1)      Roll of Thunder, Hear My Cry by Mildred Taylor

2)      Hiroshima by John Hersey

3)      The Book Thief by Markus Zusak

4)      A Year Down Yonder by Robert Peck

 

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

1)      Jack Tales by Richard Chase

2)      The Faithful Friend by Robert San Souci

3)      The People Could Fly: American Black Folktales by Virginia Hamilton

4)      The Boy Who Cried Wolf by Kulikov Boris

 

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

1)      Hatchet by Gary Paulsen

2)      The Absolutely True Diary of A Part-Time Indian by Sherman Alexia

3)      Rules by Cynthia Lord

4)      Holes by Louis Sachar

 

    VII.      Picture Books (2 reflections required on blog during the first two weeks of class. There should be a total here of at least six.)

1)      --Seven Blind Mice by Ed Young.

2)      –Chicken Little by Rebecca Emberley

3)      –Who Came Down that Road by George Ella Lyonb

4)      –The Little Old Lady Who Was Not Afraid of Anything by Linda Williams

5)      –I’m Just Like You by Sharon Cramer

6)      –Fly Away Home by Eve Bunting

 

Historical Fiction-Book Talk-Roll of Thunder, Hear My Cry

Taylor, M. (2001). Roll of thunder hear my cry. New York, NY: Phyllis Fogelman Books.

http://vocaroo.com/i/s1CMVyXFwVtj

Field Experience Reflection

1. How many hours did you complete? I completed 5 hours hours of field experience for REOL 536. 2. In a short paragraph or bulleted list, how did you spend your time? * I was able to teach a KTIP lesson and reflect on the lesson. * I was able to observe a master teacher and get some great ideas and strategies to use with my own students. Some of those strategies were using music and raps with the students, I also liked the use of vocabulary puzzles, the students used to extend their vocabulary. * I was also able to pick her brain on some occasions to determine what were strategies that worked for her and how she has such great classroom managment and attentiveness. * The students really enjoyed creating the article brochures and being the "Publisher Presenter" as well. 3. How did the experience help you to strengthen at least one Kentucky Teacher Standard? The experience helped me with KTS 2 by getting assistance from my teacher observed and planning and designing instruction using Common Core and making sure my objective aligned with the standards. Also KTS 8 by collaborating with my colleague to find more stratigies and fun activities and ideas for students. 4. Talk about one thing you learned because of this field experience. I have learned that it is very important to relate to the students either by using songs, raps, or poems in which the students can connect with. I often forget what students really enjoy and can help them learn; yet, I was quickly reminded when I walked into her room and she tries to use so much of that to help the students learn. Overall, I was so glad to learn many new strategies and ways to help students when teaching.

Censorship Activity

Beth Gordon

Censorship Activity
REOL 536

1.  Read 2-3 of the adolescent/ young adult books lists of most censored books in this overview:

 

A.  In a few paragraphs per book, describe why you think each novel has been censored so often.  Provide concrete examples to support your assertions.

HARRY POTTER SERIES           

            I think the Harry Potter (Series) by J.K. Rowling has been censored because the series presents dangerous ideas and attitudes that are bad for readers. The series promote witchcraft; they set bad examples; and they're too dark.

            Since there is witchcraft in the books it confuses students to whether it is good or bad.  The portrayal of the books displays a good message.  I believe it is confusing to children when something immoral is being made to look fun and exciting, which sets a bad example for students.
            The books are somewhat inappropriate reading because of the way Harry and his friends behave. The main character, Harry, "lies, breaks rules, and disobeys authority figures, including the professors at Hogwarts," and that he ends up being rewarded and praised for his actions, which isn’t something to be praised for. 
            Also, are too dark and scary for children to handle. The series begins as Harry is orphaned, and he soon learns his parents were violently killed. There are intense battles. Good people die, sudden and horrible deaths.  What is that teaching our children?
            On the other hand, there are many students who love these books and I don’t want to take away their love of reading at all.  Students know these are not true so I am not sure why it is such a big deal.

           
BRIDGE TO TERABITHIA

            Although, a couple years ago Bridge to Terabithia was used in one of our literature circle groups, there are some inappropriate words in the book.  We had previously marked out those words with a permanent marker in the book.
            I could also see where the book would give somewhat of a negative view of life.  The book elaborates on a fantasy world which students may think could exist in their lives too and completely confuse them.
            Near the end, there are some things that could definitely upset some children.  For example, Jesse goes on a trip to Washington, D.C. with his art teacher. While he’s gone Leslie tries to go to Terabithia by herself, but the rope breaks. She hits her head on a rock and drowns in the creek. Since that is very sad for Jesse, it could truly hurt and bring back emotions of the student’s memory of their loved one dying.
            Once again, I don’t think this book is truly inappropriate, it just needs mature and upper elementary and middle school students.

B.        B. Assume you were to select one or more of these books to teach.  Explain what you might do to limit the likelihood of censorship drawing upon readings for this unit for ideas.

            If I were to choose Bridge to Terabithia again in my reading class, I would send home a letter to parents explaining the book, letting them know what it’s about, and be sure to get their input if they want their child exposed to what is in the book.

            As for the words in the book, I would make sure they were all blacked out with sharpies and students couldn’t see them.  For my unit I would make sure each lesson that went along with the book was exceptional and meeting all standards needed for reading.

Beth Gordon Book Trailer

 

 

 

 

Paulsen, G. (1987). Hatchet. New York, NY: Aladdin Books.

SLMS Interview-Beth Gordon

REOL 536

Beth Gordon

SLMS Interview: Questions and Responses

 

1. What is the hardest aspect of being a librarian?

-You are the only person in your building that does what you do and you seldom have a chance to plan and collaborate with teachers.  There are also many time constraints.  You have to teach a lesson and check out books in 30 minutes and it is rather difficult.

2. How do you keep all the books organized so well?

-I use the library organization systems, but also created short-cuts to help with AR levels for quick selections for all the students.  There are color and symbol codes for AR purpose, and to help younger students. 

3. What do find children enjoy reading the most?

-I have found that children enjoy short books and usually things that have been commercialized by movies.  A lot of boys also enjoy non-fiction.

4. What made you want to be a librarian?

-I have always enjoyed reading and used a lot of children’s literature in the classroom when I taught.  Ironically, I have less time to read now then I used to.

5. What is your favorite section of the library?

- Fiction-I have always been a big fan of mystery and historical fiction.

6. What is your favorite thing to teach in the library?

-I really enjoy reading aloud to the younger students and making the story come to life; using expressions and other dramatic features.

-I really believe that a library should have a fixed and flex schedule, it is important to meet with all students during the week, but also equally important that the library is open to students to drop in on an as-needed basis.

 

Me I Am by Jack Prelutsky-Poetry Book Reflection

Prelustky, J. (2007). Me I am. New York, NY: Farrar, Straus and Giroux (BYR).

This poem is about three different children and their relationships with themselves. This book is unique in that it specifically portrays children gaining self awareness and self confidence about who they are, what they like, and how they feel.  The book is repetitious and having repition in a book allows younger children to develop a relationship with words in a book.  The repetition helps younger students remember the words and pronunciation throughout. The author definitely relates to children in that he prefers to writing childrens books as opposed to adult books because he feels as if he never really grew up himself.  The showing of uniqueness of all the children is really beneficial to show that everyone is different and they are not all the same.  When reading this some vocabulary that could be used is, uniqueness.  This is a single illustrated poem- narrative presented in picture book format.  This is such a great poem book and is would be so helpful in discussing all the differences of people in general.

Writing Activity: Students could write why they are different from their peers and what makes them different then others.  Students could also create a poem about themselves to describe themeselves and who they are.

Chicken Little-Traditional Literature Picture Book Reflection

Emberley, R. (2009). Chicken little. New York, NY: Roaring Book Press.

This is such a cute book.  This book is a traditional literature picture book in which tells a story.  Since this is a picture book it has cute colorful pictures to go along with it. 

For example, there is one picture in the story where the chicken looks like it's feathers are just flying in the air.  The pcitures of the chicken is shaped using multiple shapes, which can be brought out when reading to the younger kids. 

Summary: A little chicken who is hit in the head by an acron and he is convinced the sky is falling. A brilliant collaboration brings us a bold and colorful retelling of the classic tale, as crazy-eyed Chicken and all his panicked friends run away from the sky and laugh together because they believe the sky is falling. Some vocabulary that could be introduced are some of the sound words used; such as, Bonk-to help signify the sound of the acorn hitting the chicken on the head.  Another term which could be brought in is Onomatopoeia-which is a figurative language describing sound words.

Activities: Teachers could incorporate art by doing a collages of odd shapes with her younger students.  Students could complete a figurative language activity on onomatopoeia and pick out all the onomatopoeias within the text.  In writing students could describe what lesson was learned in the story and how this made them rethink things.  Children could also have a discussion of the "friends" names in the story and determine if they are nick names...and if they wanted a nick name what would it be and why. 

Gregor the Overlander:Fantasy Chapter Book Reflection

Collins, S. (2003). Gregor the overlander. New York, NY: Scholastic.

        This book is a really good book. This is a modern fantasy- refers to the body of literature in which the events, the settings, or characters are outside the realm of possibility.  It falls into the Quest Stories-adventure stories with a seach motif, which is a section of Modern Fantasy.  This is a story many of my students would truly enjoy.  I actually bought the series last year at the end of the year for my classroom library.  

Summary:
        It is about an 11-year-old boy who stays at home while the rest of the kids are at a camp, which he at first is pretty upset about. Gregor is alone with his crazy old grandmother who doesn’t even hear very well, and his little sister, Boots. He goes to do the laundry one day, and finds a chute that leads to the Underworld. He then falls down with his little sister and he arrives in the Underworld. He is picked up by a giant cockroach which takes him to a massive arena. Gregor and Boots are taken to a castle and given Underlander clothes. They attempt to escape through the Waterway, but they are attacked by two massive, talking rats. When Gregor and Boots are about to be eaten, 4 bats and their riders appear to rescue Gregor and Boots. When they get back to the castle, Vikus decides that Gregor truly is the warrior of the prophecy. Vikus then takes Gregor, Boots, Henry, and Luxa on a quest, but first they must find the other members. They set off to find the people/creatures needed. First they go to the crawlers. They take two crawlers, Temp and Tick. They then go to the spinners to get two spinners. The Queen of Spiders refuses and holds them as prisoners. They eventually break out, thanks to Luxa, and escape to the Dead Land. There, Vikus can take them no further, so he brings a rat named Ripred to guide them to the rat's home. There, Henry reveals himself to be a spy and summons an army of rats and the rat king to kill Gregor. Gregor realizes that the rats will try to kill him, no matter the danger, so he jumps off the edge of a cliff, and sure enough, the rats follow him. As Gregor falls, Henrys' bat catches him instead of Henry, so Gregor is saved but Henry is not. The team goes back to Regalia, and Ripred gathers a political party of rats to help him ascend to the throne. Gregor, Boots, and their father return home to the Overland.

Geography Activity: Scholastic.com

Map the Underland

Challenge students to map the fantasy world of the Underland, starting with Gregor’s fall through the grate and ending with his return to New York City. They should include the major parts of the Underland including Regalia, the lands of the crawlers, spinner, and gnawers; and the portals between the Underland and the Overland.

Book Talk:The Little Old Lady Who was Not Afraid of Anything

Williams, L. (1986). The littel old lady who was not afraid of anything. New York, NY: Harper Collins.

Even though you may be a brave person and not scared of anything, have you ever experienced a scary moment in your life?

That is exactly what happened to this little old lady one autumn night while walking through the woods.  There were scary noises that continuously got louder, and she started to become extremely frightened.  Although what were those noises?  Did she she have something to fear?  Her adventure through the woods lead her to other beliefs.  Read The Little Old Lady Who was Not Afraid of Anything, to discover what those noises were and why they were occuring, and how she handled the issue.  I hope you enjoy.

 

Who Came Down That Road?

Lyon, G. E. (1992). Who came down that road?. New York, NY: Barton Press Inc

This is a story of curiosity about peoople who have past.  It tells about a mother and her young son and their journey down a path.  The son is full of questions about the people that have traveled down the path before them.  His mother assures him that "folks"  have been traveling that same road for thousands of years.  Not only did his distant ancestors travel the path, but Indians and woolly mammoths as well.  This story teaches about the past and good vocabulary, which is underlined, which students need to know.  The illustrations are also very vivd water colors and brings to life the people, and animals that traveled the path long ago.  This book defnitely displays historical events.

Introduction of Self

My name is Beth Gordon and this is one of my last classes at University of the Cumberlands.  I graduate in August.  I am a 5th grade teacher at Audubon in Daviess County.  I teach reading and writing.  This is my 6th year teaching.  I have taught 3rd grade and was also a Discovery Teacher, in which I taught the Arts Content for K-5th grades.  I really enjoy teaching and it is my passion.  When I am not in the classroom I enjoy spending time with my daughter and boyfriend, boating, shopping, camping, and anything outdoors.  I am excited about this course and anxious to see how the Blog Spot works, since I have never done this before, yet truly enjoy technology.