Re: [MOSAIC] [RealWritingTeachers] Magazines
Hi, I pull from our local newspaper anything related to topics we're studying, and this year started making a binder to hold the articles so I can use them again and have a mini-history of local news on these topics. Best wishes, Eve -Original Message- From: kimberlee hannan [mailto:mrshannan...@gmail.com] Sent: Thursday, August 12, 2010 07:36 PM To: 'Mosaic: A Reading Comprehension Strategies Email Group', realwritingteach...@yahoogroups.com Subject: [RealWritingTeachers] Magazines Hi, all, When you are looking for current expository articles (any genre) to pull for kids for reading and writing opportunities, what magazines/newspapers do you pull from? I teach middle school and have struggling readers, both in interest and experience. -- Kim --- K. Hannan 7th CORE Sequoia Middle School Fresno, California 93702 The best teachers teach from the heart, not from the book. ~Author Unknown mrshannan...@gmail.com [Non-text portions of this message have been removed] __._,_.___ Reply to sender | Reply to group | Reply via web post | Start a New Topic Messages in this topic (1) Recent Activity:New Members3Visit Your Group MARKETPLACE Hobbies Activities Zone: Find others who share your passions! Explore new interests. if(window.yzq_d==null)window.yzq_d=new Object();window.yzq_d['N9OLEmKJiUw-']='U=13cvar1jb%2fN%3dN9OLEmKJiUw-%2fC%3d493064.14012770.13963757.13298430%2fD%3dMKP1%2fB%3d6015306%2fV%3d1'; Stay on top of your group activity without leaving the page you're on - Get the Yahoo! Toolbar now. if(window.yzq_d==null)window.yzq_d=new Object();window.yzq_d['NdOLEmKJiUw-']='U=13cq0ovar%2fN%3dNdOLEmKJiUw-%2fC%3d493064.13983314.14041046.13298430%2fD%3dMKP1%2fB%3d6060255%2fV%3d1'; Get great advice about dogs and cats. Visit the Dog Cat Answers Center. if(window.yzq_d==null)window.yzq_d=new Object();window.yzq_d['NtOLEmKJiUw-']='U=13cv6kg2a%2fN%3dNtOLEmKJiUw-%2fC%3d493064.13814537.14041040.10835568%2fD%3dMKP1%2fB%3d6078812%2fV%3d1'; Switch to: Text-Only, Daily Digest ? Unsubscribe ? Terms of Use . __,_._,___ ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension in general
Just another thought about a movie that deals with some of the issues that Bill's students might be exposed to, but in a positive way--Pay it Forward--it does end sadly, though hopefully. Eve At 09:44 PM 3/12/2007, Harvey Family wrote: One incredible film about a boy, who in order to save his family plays a high stakes game of manipulation with drug pushers and other abusers. Subsequently he loses all of his innocence. He plays chess with his father in the park, only to apply these brutal gamesmanship rules on the street. The film is called Fresh. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension in general
Hi Bill, Sorry to hear you're having such a hard time with your class this year. I teach younger children (4th grade) so I'm not sure I can be very helpful, but my suggestion would be lots of modeling and guided practice. Since you're trying to engage them, I know it would be hard to find a movie that would appeal to everyone, but maybe you just have to make the leap and choose one to watch and discuss together as it goes along. Something suspenseful might be good so you can stop it at strategic places to discuss what's going on. I remember several years ago going to one that kept me on the edge of my seat throughout, but I don't remember the title. It was action-packed too, but not too violent. I think maybe Harrison Ford was in it? I wish I could remember the title because I bet it would catch your class's attention. In any case, a movie like that, watched and discussed all together might help get things going. You could start by modeling and then move to guided practice (not that you aren't already doing that; these are just ideas). Remember the Titans would be another good one--thought-provoking and appealing to both boys and girls. Then, you could do the same with a read-aloud novel together. Maybe start with a short one. I don't know how much school you have left, but don't give up the ship. There's always hope. Hope this helps, Eve At 05:19 PM 3/10/2007, Bill Roberts wrote: Hi, You haven't heard from me in awhile because I've met my match with this year's 8th graders. They don't read, they don't do homework, they don't do anything. They have no hobbies, interests, opinions. They are zombies who come into the classroom, sit, and take up space. For the first time ever, I can say they are not any smarter or better prepared than they were in the beginning of school...and this is confirmed by every 8th grade teacher I work with! But I've discovered something that at least explains what is going on, even though it offers no solutions: They have NO comprehension at all. I assigned movie reviews thinking it might get them to try and do something. I gave a list of the AFI Top 100 Films of all time, plus a list of the top 250 foreign films of all time. The best films ever made. I hoped they might discover a new world by seeing classics like CASABLANCA or GONE WITH THE WIND or even SILENCE OF THE LAMBS. Was I wrong. Most couldn't even watch a film because they didn't want to make the effort. They had 9 weeks to find a film, watch it, review it, and they didn't do it. So I made it an assignment for the next grading period...I wasn't going to give up. Same assignment, but this time they had to do an oral review and talk about the movie. My plan was for them to use their reading strategies and apply them to a movie 18 weeks of cajoling, reminding, and pleading, and about half did it. The ones who did, though, couldn't remember how the movie ended. They could tell me in detail about the first 10-15 minutes of the films, but they couldn't tell me the story, who the characters were, how the movie ended...nothing. I thought they might have fallen asleep, or stopped watching, but all said they watched the entire moviethey just couldn't remember anything. Some even remembered wrong endings like the girl who said the shark survived the ending of JAWS. Her logic? The shark was in JAWS 2 and 3, so it must have survived. One girl couldn't remember anything about THE WIZARD OF OZ, not the yellow brick road, Dorothy, the music,...she couldn't even tell me the name of the land they were in! One advanced student told me he watched WIZARD OF OZ, but he couldn't explain it because he got lost and confused. Another told about the Lion, Scarecrow, and the Robot. Most could not stay focused on 90 minutes of film long enough to process and remember it. Another, who loved CASABLANCA, couldn't remember what state Casablanca was located in. According to another, Clarice was interested in Hannibal Lechter because she was writing a book on him. Another watched MY FAIR LADY, but hated it because she hates musicals. I asked why did she pick it when she had over 300 to choose from and she said it sounded interesting. If they can't comprehend a movie, then what hope do we have of them comprehending a book? Bill ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -*-*-*- Eve Dubois Classroom Teacher Renaissance School Shelburne, Vermont ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension in general
Speaking of how things work and are made, a couple of current shows that my husband and teenage son (14 yo) really enjoy are Dirty Jobs and Mythbusters. Joy is right about the fact that you are having an impact, even though you're students might not be showing it to you. I remember a couple of years ago, I had a 3rd grader who just didn't seem to be getting it. Right about the time that I asked for help at about this time of year, he did a complete 180 and started really stepping up to the plate and showing he really was learning all the things that I had been teaching. He had been writing very little and not using any of the mini-lessons I had taught, and then all of a sudden, he wrote this two-page detective story in which he was the main character. Of course, you have the added challenge of 8th grade egos. But, I agree with Joy--hang in there! Eve At 11:06 PM 3/10/2007, Joy wrote: . . . If you can't take them there, maybe you could rent one of those videos like Mr. Rogers used to show (Crayola factory was my all time favorite, but I can remember lots of other ones we saw when I was growing up, I think one the boys liked in high school was about how they make steel - lots of fiery cauldrons, etc!) . . . You are having an impact on them, even if they don't show it - remember it just isn't cool to show any enthusiasm when you're in 8th grade! Joy/NC/4 -*-*-*- Eve Dubois Classroom Teacher Renaissance School Shelburne, Vermont ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension in general
Bill, Speaking of poets, a good one that my teenagers connect with is Taylor Mali http://www.taylormali.com/. He sells CDs of his work and does poetry slams, so the tapes are good for listening. I'm not sure, but I would guess he would do site visits. Maybe that would be a point of connection for your students, bringing someone in from outside? Whom do they admire? I know you said they're self-centered, but do they talk about *anything*? Sports maybe? In our area, a lot of people follow the local university sports teams, for example. I would think if someone in your position contacted the coach or some of the student athletes, they might be willing to visit your class. You mentioned that they think they will be successful and that it will just happen. What is it that they plan to be successful at? If you can get that information from them, maybe you could get some people from those fields to visit your class. What are the reactions of the parents to all of this? Could you get parents to come in and visit the class? The idea behind the visits would be to help the students see why school is important, and more specifically, why what they can learn in your class is important. In other words, helping them see why they should bother, from someone else's point of view, not yours, and preferably someone they respect. Not that they don't respect you, just that sometimes people have to hear things from several sources before they catch on and/or believe it. Again, these are just ideas off the top of my head that I'm throwing out there for your consideration. I hear your frustration and would love to be able to help. Take a deep breath, and treat yourself in some way. A little RR can do wonders, Eve At 01:01 PM 3/11/2007, Harvey Family wrote: Hi Bill Something IS going on in their lives. You just have to find it. One powerful access point is the Spoken Word. Poetry made to be performed. Find a young poet with a boom box and a contemporary issue and they will create a spark. A poet who can help them find their voice. There are probably all sorts of issues within your room - issues of drugs, abuse, poverty, and power - that have kept these students down. Even affluence has major stuff going down - status, video violence, and, once again, drugs. Not everyone is comfortable with the Arts but the students have to find a passion or they will sink out of sight. It can be scary for the teacher but what power you give them. Administrative support is another issue because you would be open to criticism. But if it's a choice between saving some lives and playing it safe... We have an amazing Spoken Word poet in Tacoma named Luke Smiraldo. He deals with many contemporary issues, networks with other cutting edge poets, and really connects to kids. I wish everyone could see him work in the classroom. He's also done some site specific performances at the Museum of Glass and Tacoma Art Museum. The Arts Save Lives Anyone interested in Luke's ideas? I could try to get him to respond if the listserve is interested. Alan H ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Comprehension in general (How it's made)
Eek! I wonder if that's why I don't particularly care for these shows. I'm going to have to pay more attention when my husband and son watch them and point this out to them! Okay, here's a thought, what if your class got into being detectives and figuring out what Mike Rowe (or whoever the other main characters are) is going to say BEFORE he says it. That can be fun and empowering, being smarter than the television! Just another idea. Thanks for the heads-up! Eve At 02:12 PM 3/11/2007, Bill Roberts wrote: . . . Ever noticed how these shows often assume that viewers are stupid so they have to summarize what has happened in the previous segment after the commercial break? It is even becoming prevalent on regular TV shows where there is a recap of what is happening in the show about half way throughTV is doing the thinking for us so we don't have to think anymore! Bill ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] comprehension text set
There's a book on our state reading list this year that deals with immigration with a boy as the main character--The King of Mulberry Street by Donna Jo Napoli. It's about the main character's experiences coming over on a boat by himself as a child(mom put him on the boat but didn't go herself and he didn't find out till they were at sea) and how he adjusted to life in a new country. He had to sneak through Ellis Island since children were supposed to be accompanied or met by an adult to take charge of them. Eve At 11:47 PM 3/6/2007, you wrote: A book I love that would be great to use in an immigration unit is Letters from Rifka by Karen Hesse. This book is about a girl and her family as they leave Russia to go to America to escape religious persecution. Rifka?s family is forced to leave Rifka behind and she must continue the journey on her own. You could teach or review a lot of strategies with the book. There are many places where students could make predictions and later verify them, many questions can be raised based on feelings, historical relevance, ect. Also, there are a ton of connections to be made with the book. Text to world connections can be made between the text and World War II, text to self connections can be made by relating the feelings Rifka is having(such as loneliness, being afraid, ect..) to themselves and if you are using Esperanza Rising as a read aloud many text to text connections can be made between that and Rifka since both are about young girls immigrating to America. The book also talks a lot about Ellis Island which is a great topic pertaining to immigration. :) -*-*-*- Eve Dubois Classroom Teacher Renaissance School Shelburne, Vermont ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Texts to teach Global Warming?
Hi, I don't have a text to recommend; however, you might want to check out www.cleanair-coolplanet.org. There are links to several resources, including teaching resources. Good luck, Eve At 07:26 PM 2/27/2007, Lindsey Jean Bishop wrote: Hi all, I am planning a comprehension strategies text-set unit dealing with Global Warming for ninth-graders. I'm wondering if anyone has addressed this topic and found interesting materials; all reading-level resources, even if they seem too young for ninth grade, are welcome! Thank you! Lindsey Bishop ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Determining Importance
Here's a suggestion I saved. I haven't checked it out, though. Eve George vs. George : The Revolutionary War as Seen by Both Sides by http://www.amazon.com/exec/obidos/search-handle-url/index=booksfield-author-exact=Rosalyn%20Schanzerrank=-relevance%2C%2Bavailability%2C-daterank/102-3130535-0876102Rosalyn Schanzer From School Library Journal Starred Review. Grade 3-6A carefully researched, evenhanded narrative with well-crafted, vibrant, watercolor illustrations. Schanzer states that her challenge was to cram 20 years of history, biography, and philosophy into a picture book that kids could grasp and enjoy. She has been entirely successful. The introduction sets the tone, introducing both George Washington and King George III, mentioning their differing views, and noting that every story has two sides. The remainder of the book presents these two sides on spreads that alternate between the man and the monarch, with comparisons of the American and British governmental forms, views on taxation, the Boston Tea Party, and coverage of most of the major battles of the Revolutionary War. True to the author's intent, both Georges come off as decent men, with the interests of their respective countries at heart. The illustrations are amazing. Almost Brueghelesque in their detail, they show the major players as they actually looked. Speech balloons reproduce the exact words of the speakers, with appended Quote Sources. This is a lovely book, showing historical inquiry at its best: consideration of both sides, a sound research basis, attribution of sources, and interesting writing. At 09:11 PM 11/30/2006, Suzanne/VA wrote: Does anyone have any book suggestions for the Revolutionary War? I am interested in novels and read a louds. Suzanne/VA ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Determining Importance
Hi Joy, What book are you using for the Trail of Tears? I'll be teaching my class about this topic later this year, and this sounds like a great activity! Thanks for sharing! Eve At 06:32 PM 11/29/2006, you wrote: We're revisiting Determining Importance this week by doing a Textmapping project using a short book about the Trail of Tears. The groups were actively engaged in determining importance like I've never seen them before. Today we highlighted text features like italics and bold print. Tomorrow we will highlight names of people, places, and geographic features (rivers, lakes, mountains, etc.). Friday we are going to highlight the problems encountered by the Cherokee, and the solutions, if any. Then we are going to create story bags using icons the students will create to signify their own imaginary journey along the Trail of Tears. Joy/NC/4 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Quote source
I have a copy of the quote attributed to e. e. cummings. Eve At 02:47 PM 11/24/2006, you wrote: Hi, all. I lost the email that contained this quote. Who is it attributed to? to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] synthesizing
Hi Carol, Would you be willing to share your lesson plan? And also tell us the title of the book again? I missed it the first time. Thanks, Eve At 02:18 PM 11/1/2006, you wrote: I, too, love this book, but I've used it for inferring. I have written a fairly detailed lesson plan as it is a Rebecca Caudill book in Illinois. Carol ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
