I just read the Hungry Minds article by Ian Frazier. I did not really understand why the article was so 'special' or 'important.' I thought it was a cute story, but I personally didn't see where the author was going with this. It was nice to see how the author tried to get people interested in writing. I thought he could have written more about that, than the actual history of the church. There were many times where I questioned: What does this have to do with anything? Where is this going?
I honestly have no idea what the author was trying to tell me. Was he telling me about the soup kitchen? Did he want to talk about his writing workshop? Was he trying to use the analogy of the hungry people for the soup kitchen vs. the hungry minds for writing? If he meant the last one, I didn't get that. The author made one reference to it, but never really elaborated on it again.
Saturday, November 13, 2010
Wednesday, November 3, 2010
Chapter 1 Image Grammar
What a great resource! I am only on Chapter 1 of Image Grammar and I already have a bunch of strategies I can try in my current and future classroom. In Chapter 1, Harry Noden talks about the writer as an artist. There are two categories of seeing for writers: showing and telling. Harry Noden, author of Image Grammar, wants to focus on the showing aspect. Like Noden says “Showing engages the reader’s mind as a catalyst for visualization. Telling lulls the reader to sleep” (3).
What I like best about Noden’s first chapter is that he explains the 5 basic brush strokes in a very simple way, so simple that you can use that same description on students. Noden also gives strategies to supplement his concepts. I actually liked most of the strategies. There was one that I think won’t work at my current student teaching location. Strategy 5: Tour a Writer’s Gallery is a good strategy, but I can’t see it working in my classroom at Brunswick. The students, I think, will just not pay attention during the strategy. They will just BS their way through it and not learn anything.
What I like best about Noden’s first chapter is that he explains the 5 basic brush strokes in a very simple way, so simple that you can use that same description on students. Noden also gives strategies to supplement his concepts. I actually liked most of the strategies. There was one that I think won’t work at my current student teaching location. Strategy 5: Tour a Writer’s Gallery is a good strategy, but I can’t see it working in my classroom at Brunswick. The students, I think, will just not pay attention during the strategy. They will just BS their way through it and not learn anything.
Sunday, October 31, 2010
The Professor and the Madman
I just started reading the book The Professor and the Madman by Simon Winchester. I didn’t really know what to think about this book before I started reading it. To be honest, it sounded like it would just be a boring book about the history of the Oxford English Dictionary. Well, the preface and the first chapter totally changed my mind. I really liked how the Winchester grabbed my attention by with the intriguing preface. I wanted to know more about this Mr. Minor and how he got to be in an asylum for the criminally insane. The preface and the first chapter reminded me of the mystery novels that I love.
Even though, I only finished the first two chapters so far, I can tell that the author, Simon Winchester, will never lose sight of the true purpose of his book, the Oxford English Dictionary. Now, I know that may seem like a silly statement because the book is about the protagonists who help to create the OED, but it is true. Winchester cleverly places the most important word for each chapter at the beginning of the chapter under the OED definition. It really gets the reader in the mindset for the Oxford English Dictionary. I am excited to read more about the professor and the madman, especially the madman. Who knew reading about a dictionary could be so criminally intriguing?
Even though, I only finished the first two chapters so far, I can tell that the author, Simon Winchester, will never lose sight of the true purpose of his book, the Oxford English Dictionary. Now, I know that may seem like a silly statement because the book is about the protagonists who help to create the OED, but it is true. Winchester cleverly places the most important word for each chapter at the beginning of the chapter under the OED definition. It really gets the reader in the mindset for the Oxford English Dictionary. I am excited to read more about the professor and the madman, especially the madman. Who knew reading about a dictionary could be so criminally intriguing?
Sunday, October 24, 2010
Chapter 4 of The Modern Library Writer's Workshop
Chapter 4 Making Characters Live from Stephen Koch’s book The Modern Library Writer’s Workshop is all about making your characters come to life on the pages of a book. The chapter covers the typical character vs. situation/story battle. Some authors find that characters are created and then the story enfolds around the characters, while some authors use a story and fill the stories with characters. I really don’t know which the right answer is, but I will say I like books where the characters are created first. I really enjoy book series because I like to continue reading something that I enjoy. It is always difficult for me to find a new book to read. I would rather depend on a book series and continue reading about different adventures/situations that my favorite characters go through. I am almost positive that most book series are character based rather than story based.
Another topic that was brought up in Chapter 4 was flat and round characters. I never really noticed round and flat characters before this chapter, but now I do. Round characters have a history, a story, a motive, passions, they want to succeed, and they are “equipped with purpose.” Flat characters usually only have one things that truly defines them. When I read a book, I want round characters. I want characters who develop throughout the story. An example of a round character I enjoy is Katniss from the popular book series Hunger Games by Suzanne Collins. I feel that most books should have round characters where audiences can see a transition in the characters behavior, attitude, or lifestyle. However, when I am watching TV shows I enjoy flat characters mainly because like The Modern Library Writer’s Workshop suggests “flat characters can go on and on and on, having an endless sequence of adventures.” I believe I like the ‘flat’ characters on TV shows for the same reason I like book series. I come to love the characters and I want continue to watch/read about their lives/adventures.
** Side note: I have never really been drawn to write my own novel or short stories. I agree it would be fun to be an author, but I have it has never really appealed to me. I do, however, enjoy writing journal entries, notes/reactions to novels, lists, and reflections from Bible passages. In my writings, I do not ever develop characters or plots. I may jot down an idea or two in my journal, but rarely do I go back to the ideas. After reading Chapter 4 Making Characters Live, I realized why I am not a big character developer/writer. I am not a character developer because I do not have the creative imagination and experiences needed to create characters that are full of life.
Another topic that was brought up in Chapter 4 was flat and round characters. I never really noticed round and flat characters before this chapter, but now I do. Round characters have a history, a story, a motive, passions, they want to succeed, and they are “equipped with purpose.” Flat characters usually only have one things that truly defines them. When I read a book, I want round characters. I want characters who develop throughout the story. An example of a round character I enjoy is Katniss from the popular book series Hunger Games by Suzanne Collins. I feel that most books should have round characters where audiences can see a transition in the characters behavior, attitude, or lifestyle. However, when I am watching TV shows I enjoy flat characters mainly because like The Modern Library Writer’s Workshop suggests “flat characters can go on and on and on, having an endless sequence of adventures.” I believe I like the ‘flat’ characters on TV shows for the same reason I like book series. I come to love the characters and I want continue to watch/read about their lives/adventures.
** Side note: I have never really been drawn to write my own novel or short stories. I agree it would be fun to be an author, but I have it has never really appealed to me. I do, however, enjoy writing journal entries, notes/reactions to novels, lists, and reflections from Bible passages. In my writings, I do not ever develop characters or plots. I may jot down an idea or two in my journal, but rarely do I go back to the ideas. After reading Chapter 4 Making Characters Live, I realized why I am not a big character developer/writer. I am not a character developer because I do not have the creative imagination and experiences needed to create characters that are full of life.
The Jersey Shore
The Jersey Shore: Miami’s season finale aired last Thursday. The Jersey Shore is, I believe, a current pop culture phenomenon. One cannot escape the Jersey Shore, Hollywood is even jumping on the bandwagon by inviting them to guest star on sitcoms, wresting and award shows. Hollywood is also putting on spoofs about the show such as South Park and the Late Late Show with Craig Ferguson. (Here is a video clip of Craig Ferguson’s Jersey Shore spoof.)
The Jersey Shore stars 8 guidos and guidettes from the Jersey area. MTV had the ‘brilliant’ idea to put them all under one roof and film the chaos that ensued. The show deals with situations (no pun intended to Mike ‘the situation) involving alcohol, stereotypes, womanizing, dating, cheating, etc. The actions on this show are questionable. Yes, that cast is hilarious and fun to watch, but their actions are not exactly moral.
Jersey Shore demonstrates to its audience the value of going out and partying every opportunity they can while chasing down the opposite sex. The men on the show constantly say they want to find chicks who are DTF (down to f*&%). What kind of example is that? I don’t want high school boys to get the idea that they are allowed to scope out lose women. Besides the casts’ lack of morals, the show is a hit none the less and I think we, as future educators, need to get on board. Whether I like it or not, almost every student either watches or knows of the Jersey Shore and some of its crazy antics.
During my 10 day unit, I tried to generate examples from modern media into the classroom. Like for connotative language I used the Jersey Shore. (Denotation: situation - manner of being situated; location or position with reference to environment; condition; case; plight; the state of affairs; combination of circumstances; a position or post of employment and the connotation: ‘the situation’ – Mike Sorrentino from the Jersey Shore; another example is denotation: grenade - a small shell containing an explosive and thrown by hand or fired from a rifle or launching device and the connotation: grenade - a not so attractive female/male). I used those examples in 4 of my 11th grades classes to help explain connotative language. I could tell that some of the students really enjoyed the fact that I had used examples that they could relate to.
The Jersey Shore stars 8 guidos and guidettes from the Jersey area. MTV had the ‘brilliant’ idea to put them all under one roof and film the chaos that ensued. The show deals with situations (no pun intended to Mike ‘the situation) involving alcohol, stereotypes, womanizing, dating, cheating, etc. The actions on this show are questionable. Yes, that cast is hilarious and fun to watch, but their actions are not exactly moral.
Jersey Shore demonstrates to its audience the value of going out and partying every opportunity they can while chasing down the opposite sex. The men on the show constantly say they want to find chicks who are DTF (down to f*&%). What kind of example is that? I don’t want high school boys to get the idea that they are allowed to scope out lose women. Besides the casts’ lack of morals, the show is a hit none the less and I think we, as future educators, need to get on board. Whether I like it or not, almost every student either watches or knows of the Jersey Shore and some of its crazy antics.
During my 10 day unit, I tried to generate examples from modern media into the classroom. Like for connotative language I used the Jersey Shore. (Denotation: situation - manner of being situated; location or position with reference to environment; condition; case; plight; the state of affairs; combination of circumstances; a position or post of employment and the connotation: ‘the situation’ – Mike Sorrentino from the Jersey Shore; another example is denotation: grenade - a small shell containing an explosive and thrown by hand or fired from a rifle or launching device and the connotation: grenade - a not so attractive female/male). I used those examples in 4 of my 11th grades classes to help explain connotative language. I could tell that some of the students really enjoyed the fact that I had used examples that they could relate to.
Sunday, October 10, 2010
The Social Network
This weekend I saw the film The Social Network. I knew a little bit about the origin of Facebook before watching the film, all I knew was that a college student named Mark Zuckerberg started the site. I felt like I learned a lot more about the origin of Facebook, but I have to remember that not all of it might be entirely true. It was interesting to see what really started the idea of facebook. I don’t really want to talk much more about the actually plot of the film because I really feel people should see this film. Check out this The Social Network trailer, it’s my favorite.
I thought the performances were awesome. Surprisingly, Justin Timberlake did a fantastic job as Napster creator Sean Parker. Jesse Eisenberg’s portrayal of Mark Zuckerber made audiences hate him, yet feel a certain compassion for him. Andrew Garfield played the scorned best friend Eduardo Saverin very well. The entire time my heart when out to Eduardo. My favorite performance by far was by Armie Hammer. Hammer played both twins Cameron and Tyler Winklevoss. Hammer was able to differentiate the two characters even though he played them both. I also found it amazing how they were able to use the same guy to play the twins because you honestly cannot tell. Technology will never cease to amaze me.
I thought the performances were awesome. Surprisingly, Justin Timberlake did a fantastic job as Napster creator Sean Parker. Jesse Eisenberg’s portrayal of Mark Zuckerber made audiences hate him, yet feel a certain compassion for him. Andrew Garfield played the scorned best friend Eduardo Saverin very well. The entire time my heart when out to Eduardo. My favorite performance by far was by Armie Hammer. Hammer played both twins Cameron and Tyler Winklevoss. Hammer was able to differentiate the two characters even though he played them both. I also found it amazing how they were able to use the same guy to play the twins because you honestly cannot tell. Technology will never cease to amaze me.
Sunday, September 26, 2010
Myers article
After reading the chapter Recitation and Report Literacy by Miles Myers, I am so thankful for the current Language Arts curriculum. I cannot believe students were “expected simply to answer the questions which are put to him, but not to ask any of his instructor, or dispute his assertions.” I mean what if the students have questions? What if they need help understand the material? Oh well! The recitation literary period was not all that fantastic either. I mean someone’s intelligence was determined by the amount of written materials that they could recite.
I am just really glad that the curriculum has changed over the years. I am glad that my cooperating school, Brunswick High School, utilizes a variety of language arts standards. Students are required to know about oral communication, understanding and analyzing literary texts, and being able to write and utilize a variety of types of writing. I believe that the curriculum requirements set forth by the Ohio Department of Education are a great reflection on what our society/culture needs right now.
I am just really glad that the curriculum has changed over the years. I am glad that my cooperating school, Brunswick High School, utilizes a variety of language arts standards. Students are required to know about oral communication, understanding and analyzing literary texts, and being able to write and utilize a variety of types of writing. I believe that the curriculum requirements set forth by the Ohio Department of Education are a great reflection on what our society/culture needs right now.
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