Both of these articles focus on the impact that graphic novels have on student learning and teaching students how to read.  Cassady’s article states that wordless books enhance creativity, vocabulary, and language development for readers of all ages, at all stages of cognitive development, and in all content areas.  I believe this is very true because they allow a students mind to make up whatever they like and they can learn without being told what and how to learn.  I really good point comes from the Lyga article when she says that educationally speaking, graphic novels give the brain more of a workout per sentence that any other type of media.  If you think about it, this is very true.  With a picture book with words, the story is already created for you and the words direct what the reader is thinking.  Without words, however, the reader is the only influence on where they story will go and must decipher where they believe the story should go based on the illustrations.  The Teaching Reading article takes a good approach as to teaching rading through wordless picture books.  The teacher creates many stories with her students and all they have to go by are pictures.  These second graders create many stories as a class, then with partners, and eventually by themselves.  This techinique worked really well in her class and her school because the students read the stories to the principal and other grade levels.   These articles stress that graphic novels show students who have trouble reading that they can actually “read” and it gives them confidence to learn how to read actual words.  The story of 12 year old Robert who could not read is a true testament to how graphic novels can help a student learn to read and how they can offer some students a chance to participate without having to know written language.  Robert was able to disagree with the teacher and then create his own story based on his judgement.  A really cool approach helping students read, was the idea of sticking Post-It notes to the pictures and helping students write their own stories.  The post it notes helped students get their thoughts together, then they put them all together to create a story of their own based on their own understandings.  It’s amazing to see how two students can look at the same picture and come out with completely different stories with completely different languages.  Graphic novels allow students to create something that is very personal and share themselves to their classmates through their own eyes and background.

Posted by: dtucker10 | November 18, 2008

A Study of Memoir

This is an excellent example of how to introduce writing and memoirs to your classroom.  Amy Arnberg does a great job of introducing her students to memoirs and surrounding them in examples of what a memoir looks like.  An interesting part of this article is the idea of how long should a memoir cover.  The cool thing about a memoir is that they can last a few minutes, or an entire summer.  I think this allows students to choose a place in time that is meaningful to them and can be what they want it to be.  I think it would be interesting to have students write many memoirs based on the same topic, but have them start out with a large time frame and gradually get to the small moment in time that is the heart of their writing.  The idea of embellishment is also interesting.  I think many young students believe their writing will be boring unless they exaggerate their story a little bit.  This isn’t true, but I think it does add to the story to stretch things out a little.  Memoirs offer so much to students and allow them to express themselves in such creative ways.  They give students that don’t feel as if they have anything interesting to say a chance to share something personal that defines them.

The things that strikes me as interesting with this article is the fact that these two teachers are team teaching and each one is centered around a different language.  The fact that the class is taught in both English and Spanish is pretty cool and is great for all types of students.  Faltis, a bilingual language scholar, draws from the work of situated learning theory, in which the underlying premise is that learning is social and results from participating in social practices appropriate to a specific community of practice.  These fifth grade students all had memories in their life that impacted their life and made them who they were.  When Faltis speaks of learning because of social practices and a specific community, he is stating that a student’s environment determines what that student will be accustomed to and learn from.  These students were able to create their own personal memoirs after they we exposed to examples.  These students not only created their own memoirs, but they also presented them in their second language.  The best part of this article was the story that Carolina wrote about her brother waking her up every morning.  That was a powerful, but simple entry that only took her 10 minutes to create.  Memoirs create a sense of community and create a bond in the classroom.

Posted by: dtucker10 | November 18, 2008

Eek! Comics in the Classroom!

I have never really thought of using comics as teaching tools, but they really do offer a lot of information.  This article mentions comics as being a great learning tool for reluctant readers and urban youth.  As I got to thinking about it, the fact that many urban children see graffiti and spray painted pictures everywhere makes sense to use comics as a teaching tool.  These students learn from elaborate images painted on walls throughout their neighborhoods and from them they are able to define certain groups of people.  Comics and graphic novels allow the reader to create their own story and make their own understanding of what they believe is happening in the pictures.  This article mentions using comics without text to teach dialogue writing which lets students explore and be creative.  The cool thing about writing a story to go along with a comic without words is that the writer can use their own language and create whatever scenario they want to.  I believe using comics and graphic novels to teach students, both advanced and beginner, is a great way to bring about creativity and a writers personal voice.

Posted by: dtucker10 | October 21, 2008

Writing Without Boundaries (1-103)

The most interesting I found in this book was the list of possible genres on page 5.  The other night in class I was attempting to think of possible genres I could use that were not traditional.  I really had a difficult time trying to think of things that would be interesting but also informative.  This list really made me think of some cool ideas.  The genre battle plans really stood out to me because I had been thinking about doing one of my genre’s as a football play book.  I believe it was Kate who also suggested that I do this.  Crash Site Report also stood out as one that could really apply to a lot of historical information.  The author mentions that in order to understand a genre, students must first read widely into it and determine the characteristics of that particular genre.  I will not be a classroom teacher, but I think taking time to focus on a variety of different genres would be crucial for creating successful multigenre projects.  On page 37, there is an introduction by Lisa on her project about the Titanic.  I think this is a perfect example of defending why you chose the topic because Lisa is very passionate about the topic and I believe truly wants to honor those that were lost.  When we first began talking about the idea of a draft book, I thought that was just another step that could be eliminated because it was just for organization.  Researching possible information to use and how many genres to include has showed me that planning in a draft book is pretty essential in getting what you want with your final product.  In thinking about planning, the idea of genre comparison groups really seems to be beneficial.  I know I would like an opportunity to give and recieve feedback on genres and ways of going about presenting them.  This activity would be more beneficial for younger students because they get to share their ideas with one another and work as a team.  Anna’s Bumper Sticker to rid of gang grafitti is great; “Don’t be small, Respect the Wall!”  Figure 5.15 on page 91 is a discussion guide on the varying viewpoints on the Revolutionary War.  This form of planning can make the creator see the other side of the topic and perhaps help create a genre that will really capture the characteristics of the topic.  I am really looking forward to this project, mainly because it’s something that interests me, but also because I will enjoy looking at everyone else’s projects.

Posted by: dtucker10 | October 14, 2008

Found Poem

The Golf Shot

The Golf Shot

Posted by: dtucker10 | October 12, 2008

“I” Poem

The Golf Ball

I am dimpled and solid

I wonder why I was chosen this round?

I hear a whoosh of speed and torque

I see 427 yards of lush fairway in front of me

I want to remain on a steady target

I am dimpled and solid

I pretend to disappear into the clouds

I feel the heavy strike of titanium

I touch the crisp bermuda grass on landing

I worry about the wind, water, sand, rough, etc.

I cry when I’ve dissapointed

I am dimpled and solid

I understand the love for me

I say go for it!

I dream to be placed beside the green jacket

I try to reflect happiness in those who I play with

I hope to make it home before par

I am dimpled and solid

Posted by: dtucker10 | October 12, 2008

Multigenre Project

I am pretty excited about this research project because it gives us a chance to research something that truly impacts us.  I am choosing to do my project on the great history of Ohio State Football.  I have a few ideas on some of my sources to use in the project.  I would like to write a pregame prayer from the point of head coach Jim Tressel because he himself is a Christian man and tries to instill his players with good values.  Another cool idea would be a newspaper article about a major game between Ohio State and their hated rival Michigan.

Posted by: dtucker10 | October 7, 2008

Multigenre Research Project by Moulton

Thinking back to my senior year of high school, I can remember researching my topic for my AP English research project.  This paper was required by all students and a must in order to graduate.  We had to write a paper, create a physical artifact, and do a speech.  I remember writing tons of note cards about researched information, but in the end I really could care less about my research.  I did it because it was required and I had no choice.  I remember trying to find a lot of information so I could make it look like my research was more than it was and so my stack of note cards would look “well-researched”.  This is the first time I have ever heard of the multigenre research paper.  As I was reading this article, I was trying to think of what genres I could have used with my senior research paper.  The most beneficial aspect of this type of project is the spectrum of creativity.  The examples from the article range from birth certificates to personal letters to family members.  Another important factor is that Moulton did not restrict her students to a certain topic or certain genres.  Each student created different genres which made the project and obvious representation of creativity in research.  After reading this article and looking at the syllabus, I figured we would be creating a multigenre research paper.  This really sounds interesting and I think the opportunity will really bring about good research and creativity.

Posted by: dtucker10 | September 29, 2008

“I” Poem

I Am

I am humble and determined

I wonder what’s for supper

I hear shoulder pads crunching

I see the sun coming through the clouds

I want Jimmy John’s

I am humble and determined

 

I pretend that I won the Masters

I feel pretty hungry

I touch the remote

I worry about my families’ health

I cry during a good sports movie

I am humble and determined

 

I understand my place in this world

I say in Christ alone

I dream about a good life

I try to earn my keep

I hope I’ll make a difference

I am humble and determined

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