Reading Journal 9

Up Before Daybreak: Cotton and the People in America
By: Deborah Hopkinson

This was a great book covering so much historical information with pictures, interviews, and stories. I liked that the author used real people to tell the history and their view of the early times of cotton. The pictures also helped to make sense of what things were like then.

I feel this book is wonderful for students to use in history and in language arts classes. The detail and accurate account the book gives of the beginning of cotton for the United States is a good tool for exploring through text. The genre of writing, historical non-fiction is a tool that can be used in any LA class; and this book is a strong example of such writing.

The main reason I feel that students will enjoy this book, is due to the great pictures, neat facts, and focus on children’s lives back then. What child wouldn’t want to know what it would be like for them if they lived in a different time? I believe that the way Hopkinson ties in important factual detail and evidence, with kids’ stories helps children of today get interested and relate to the children of the past.

This book also has a bibliography, notes, and index!!!! These are all tools students can learn to use with this book and will help them read and reread when needed!

My only complaint with this book is that it doesn’t bring us up to present day; granted that would make the book much longer. I wish that it would tie in today through its timeline to help students make the connection of present day to the past read about in this story.

Video Book Talk 2 Up Before Daybreak Cotton and People in America By: Deborah Hopkinson

Book Review 2

Book Review 2
Rachael Salinas
EDLL 6349


A Step from Heaven
By: An Na

Biography of Author: An Na was born in Korea and then grew up in California. She completed school and became a middle school English and history teacher. Today she lives in Vermont and is working on her third novel. Her name is her unique, interesting trait. Her ‘first’ name, An, is actually what we would call her last or family name. Na is her given or first name. This is customary in Korea; however, her Americanized name is ‘Anna.’

Summary of Book: Four year old Young Ju’s parents have decided to pick up and leave their home in Korea for America, and the hopes of attaining the American dream. Young Ju is thrilled with the idea of heading to ‘Mi Gook’ or heaven (an idea she gets from her grandmother). Once in America it seems that Young Ju faces every struggle a young girl could; from learning a new language, to dealing with a new siblings, to experiencing family trials, to finding herself as a Korean American girl. Does Young Ju find her American dream and heaven? Does she learn English and fit in? Will Young Ju’s family make it through the struggles of living in a foreign country?

Awards: Michael L. Printz award, National Book Award Finalist, Children’s Book Award in YA Fiction – International Reading Association, and many more

Analysis of Book: This is a wonderful story for young adult readers about a family’s idea of the American dream. I feel that all teens can relate to Young Ju in one way or another; be it due to their own family struggles or fitting in at a new school. It is also a great chance for discussions of what the American dream is for different people and why it is so important. Another great discussion opportunity comes from the cultures discussed in the book gives a chance to learn about others and one’s own culture. Though some of the writing might be hard to wrap around at times, the book flows nicely as a whole making it a fun and enlightening read for any age.

This review can be found on Borders.

Craft Lesson 2

Craft Lesson 2: Understanding/Judging a Title
Resources and other materials: Diary of a Wimpy Kid by Jeff Kinney
Grade Level: 8th Reading Comprehension Unit


Discussion:

When reading books as experienced readers, we notice the title right off the bat. As a readers and teachers, we look over the title and wonder what it means for the book. The title might be a hint as to what the book is about, express a theme in the book, or describe a character in the book. Titles grab our interest, but also give us hints to what we might find inside the book. We often judge books by their titles and decide if we like them or not based on that alone. Those students, you haven’t been reading as long as we have, might not know to take notice of the title of a book, or why it is important. As teachers we can help our students understand titles and how they are important to the book itself.


How to Teach it:
A title serves as the name and description of a book all in one. Titles are exciting because they get us interested in what we might want to read. They also do something else, what do you think that might be? (Ask students why they think a title is important and hold a short discussion, while supporting correct answers with explanation.) Many of the things you all have said are right! A title is something we judge; we like the book or don’t think it is for us, just by reading the title. When we started this book, Diary of a Wimpy Kid, did you think you would like the book? (Let them dicuss how they judged the book for themselves and discuss why they liked the title or didn’t.) Well this shows us that we judge titles, but we can also find out a lot about a book by its title. This title lets us know it might be a diary about a kid who is wimpy, or think he is. Titles help us learn about books before we start to read them they are a name and a description all rolled into one. What are the titles of some of your favorite books? Did they play a part in making you want to pick the books up and read them, and why?

Extension
To take this lesson further, go on a trip to the school library or the public library. Give the students about twenty minutes to browse the shelves and pick out three books that interest them, just from the title. Then have them write down a few sentences to explain why the title interested them and what they think the book will be about. Have the students share with a friend and then read the synopsis to see if they were right, if it still fits their interests. This is a great way to figure out how a title influences ones book choice.

Bibliography:
Kinney, Jeff (2007). Diary of a wimpy kid, NY, NY: Amulet Books.

TEKS:
(10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:
(A) use his/her own knowledge and experience to comprehend (4-8);(B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);(C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);(D) describe mental images that text descriptions evoke (4-8);(E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);(F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8);(G) paraphrase and summarize text to recall, inform, or organize ideas (4-8);(H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);(I) find similarities and differences across texts such as in treatment, scope, or organization (4-8);(J) distinguish fact and opinion in various texts (4-8);(K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (4-8);(L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and(M) use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).


(11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to:
(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);(B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8);(C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and(D) connect, compare, and contrast ideas, themes, and issues across text (4-8).
(12) Reading/text structure/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to:
(A) identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8);(B) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);(C) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8);(D) understand and identify literary terms such as playwright, theater, stage, act, dialogue, dialect, analogy, and scene across a variety of literary forms (texts) (8);(E) understand literary forms by recognizing and distinguishing among such types of text as myths, fables, tall tales, limericks, plays, biographies, autobiographies, tragedy, and comedy (8);(F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);(G) recognize and analyze story plot, setting, and problem resolution (4-8);(H) describe how the author's perspective or point of view affects the text (4-8);(I) analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8);(J) recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and(K) recognize how style, tone, and mood contribute to the effect of the text (6-8).

Reading Journal 8

Getting Away with Murder: The true story of the Emmett Till Case
By: Chris Crowe

This book was so moving and deep. I found myself crying, getting angry, and then happy. It makes a reader want to get up and stand for something and someone; a better America.

The book is very real, nonfiction, and filled with great photos of the period and events. When reading this book it feels surreal to imagine such horror happening, but reminds us of the trials, accomplishments, and progress that has been made and we still need to make. This is a story that every person should here and study; it is important to know the history of African American people in the US, how they were treated and all they went through. It is still an issue today and as adults and teachers it is important to share the history, racism, and struggle of our ancestors. The book brings on many emotions, and some parents might have concerns about the content (picture of Emmett’s body), but I believe it is addressed early on and properly most will see the historical and present importance of the book.

I do wish that the story could have ended on a better note, but the story is that of nonfiction. I was happy that the Aftershock section was added, to show the prompt for change such a tragedy brought about. I hope that students would get to this understanding, possibly with the scaffolding of a teacher. It is a great focus for a history and cultural lesson for a class; also a good lead into other turning points for African Americans.

Reading Journal 7

Persopolis
By: Marjane Satrapi

This was such a deep story, with so many emotions. I was surprised to find this story so important and moving, for a graphic novel. I love graphic novels, but have found that many are fiction and fun. This book was so real and accurate, I was happy to see the graphic novel genre used to portray such a true story.

I loved how strong and yet young the main character is. This girl went through many small struggles that all children go through, making her relatable. However, she faced situations that many, even adults, can’t fathom. I found her the rock in the story the strength and proactive nature, which is helping women around the world. This story gives students the chance to relate to a student much like them, while learning about another culture. The discussion topics and knowledge behind this book is endless. I feel like it could be talked about and help many for years.

The writing is well done, in that it keeps to the graphic novel genre while digging deep into the aspects of the culture and struggle of a girl, family, and nation. The illustrations help this book come to life; without I don’t think many could read and understand what life was like for this girl. I knew little about this culture before reading the book and I don’t think I would have understood as well without the illustrations; they were key for me. I do like that the illustrations are comic like to keep with the genre and focus of the age group intended for this book.

Overall, I think this is an amazing book for students of all ages to read. I do worry that it won’t be given its justice, if the person teaching the themes and discussions of the book is not well educated in the history and culture.

Reading Journal 6

Diary of a Wimpy Kid
By: Jeff Kinney

I loved this book! It is perfectly aimed for preteen, middle school children; it can be a good read to an adult as well. When I read it I was brought back to so many memories.

The illustration and font make the story come to life. It visually resembles what anyone would think of when seeing a journal from a middle school boy. The illustrations are good and yet done well enough to think a boy could do them. This part of the book is amazing, to me.

As I read the book I felt it was a little jumpy in focus, but always on track. It read the way I would imagine it actually being written throughout a year in the life of a preteen boy. I appreciated the honesty of the Greg’s thoughts and actions, paired with the PG language. I feel like it is something that students can relate to and understand without offending parents. I noticed that Greg occasionally back talks his parents, but I feel that the author does a great job teaching little lessons throughout the mistakes or inappropriate behavior. The humor is hilarious as well, aimed at all ages.

So may discussions can come from this book, from text and illustrations to doing the right thing and respecting family or elders. This is an awesomely funny book that manages to teach a lot as well.

Reading Journal 5

Daisy Kutter: The Last Train
By: Kazy Kibuishi

I love that this book seemed like a Sci-fi comic Western. The lead character as a woman is another wonderful and empowering aspect of this book. It is too common for women not to be the protagonist, and this did a great job placing a deep and strong woman as the character. I felt that Daisy was well developed and it was easy to get to know her as a role in the story. This also led to many discussion topics for classes, right and wrong for example.

I was a little skeptical at the idea of a graphic novel, visually resembling a comic. After reading and looking through the amazing illustrations, I couldn’t imagine this book without it. It seemed genius to use black and white; to me it helped play up the Western idea behind the book. I have always been a fan of Old Westerns, but I am aware that they are old. This book brought the Western to life again for a new, younger generation. I think this book is a fun and unique read.