Story Elements: Setting

SETTING is the time and place where a scene appears.  It also helps to set the mood and tone; and can affect the way people act and feel while reading the story.  For my last post, I shared my favorite poem, "Stopping by Woods on a Snowy Evening" by Robert Frost.  From his words, were you able to picture the setting?

HOMEWORK REMINDER: Please think about the definition of SETTING and how it's important to a story.  We will be discussing the ways words are used to identify these characteristics.  Copies of our worksheets are attached.

My Favorite Poem

Hello everyone! I hope you're having a terrific weekend!  I thought you might enjoy reading one of my favorite poems.  Robert Frost certainly has a way with words. As you read the poem, try to visualize the setting:  the woods and the snowy path, the farmhouse and the darkness.  If you're quiet you might even hear the horse's bells.

Stopping by Woods on a Snowy Evening

BY ROBERT FROST

Whose woods these are I think I know.   

His house is in the village though;   

He will not see me stopping here   

To watch his woods fill up with snow.   

My little horse must think it queer   

To stop without a farmhouse near   

Between the woods and frozen lake   

The darkest evening of the year.   

He gives his harness bells a shake   

To ask if there is some mistake.   

The only other sound’s the sweep   

Of easy wind and downy flake.   

The woods are lovely, dark and deep,   

But I have promises to keep,   

And miles to go before I sleep,   

And miles to go before I sleep.

Perspective: Academics and Careers

Wow, is it just me or does it seem like expectations for sports scholarships are at an all-time high?  It seems like the pursuit of year-round sports has become the norm, with academic success coming in somewhere far down the line of importance.  Folks, educational success should be what's #1.  Let's think realistically...your student may very well excel in sports, which is undoubtedly exciting.  He/she may get a full athletic scholarship; but what happens if they get injured or even worse...graduate?  The real world is what's waiting for them, and it's our job to prepare them for it now.  What can we do?  

One school district in California is blending academics with career paths.  While most schools focus on two paths - career (technical schools, non-degree jobs) or college - this district refused to force students into just one path.  Instead, they focused on real-world training like job shadowing and internships along with academics.  "Linked learning students also report that their studies were more challenging, and offered them a clearer view of their relevance to the world beyond the classroom" (Education Week, 2014).  It was reported that students participating in this initiative have developed skills like perseverance, organization and better communication.  These are all positive, desired skills that as a child grows will suit him/her in the real world.  

Yes, play sports - it's a beneficial part of a healthy lifestyle.  Just don't sacrifice homework and study time for it.  Keep things in perspective.  After all, academic scholarships are awarded, also.  

Education Week, (2014). Fusing Career, academic skills benefits, study finds.  Retrieved from:  http://blogs.edweek.org/edweek/curriculum/2014/12/fusing_career_academic_skills_benefits_students.html

Reading Together

I wanted to pass a long a great website.  It's called "TogetheREAD."  You can find it by clicking here.   TogetheREAD provides books lists, themes, and activities that you can do at home with your student.   This is a site for ALL ages, including teens and adults.  I know there's been plenty of times where I was looking for my next good book and have found it here.  Tips for encouraging reading are also provided.

Another good place to find book lists for students is the website called "Great Schools" and can be found by clicking here.

Here is a sample entry from their list:

"Ivy and Beanby Annie Barrows, illustrated by Sophie Blackall (Chronicle Books, 2007). 
A sure hit with kids starting chapter books. Parents need to know the award-winning book is about making a new friend, learning about differences and sharing an adventure. On the surface these girls appear very different. One wears dresses and reads books, the other has a sassy mouth and likes to get dirty. Some sibling issues occur, including fighting with an older sister, stealing her money, playing tricks on her and calling her names like "tightwad." With its over-sized print, frequent black-and-white illustrations and easy-to-follow plot, this first book in the series is a great beginning chapter book for kids who are just emerging from early readers. 120 pages. Awards: ALA Notable Children's Book, Booklist — Editor's Choice, Kirkus Reviews — Best Early Chapter Books. 
Read the complete review on the Common Sense Media Web site. 
Read Aloud:Age 5. Read Alone: Ages 6-9. 
Common Sense Media" (Great Schools, 2014)

Reading Competencies: Are we making the grade?

I don't know about you, but this question has been on my mind...and in the news.  Our government spends a lot of money each year on education, but it is working?  How do our students really measure up with students from other nations?

Here is a chart taken from a study performed in 2009 that ranks the overall literacy:

American Assn. of Arts & Sciences

For further details, please click on the link here -  international reading competencies.  Competency rankings for other subjects are listed in the right hand column.  What's interesting is that the Norwegian countries like Sweden and Denmark and the Netherlands aren't included in this ranking.  Traditionally, those countries budget far less money than Americans, yet their performance is generally thought of as being some of the highest in the world.  Some would say this is because of a connection between Swedish social values and education, with social cohesiveness being a priority.  Sweden is currently ranked 12th in the world for government spending on education, which is 24 times higher than the United States, who is currently ranked 39th (nationmaster.com).  Yes, I'm scratching my head, too...

American Academy of Arts and Sciences (2014).  Humanities Indicators.  Retrieved from http://www.humanitiesindicators.org/content/indicatorDoc.aspx?i=174

Nation master (3013-2014).  Country vs country: Sweden and United States compared: Education stats.  Retrieved from: http://www.nationmaster.com/country-info/compare/Sweden/United-States/Education

O'Brien, L. M. (2007). A school for everyone?: The swedish school system's struggles to reconcile societal goals with school and classroom practices. Childhood Education, 83(6), 374. Retrieved from http://search.proquest.com/docview/62046164?accountid=12085

Multigenre assignments: We Learn Differently

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More than ever, today's teachers are faced with the challenge of keeping up with the various ways our students learn, and the speeds with which they do so.  Although some students learn better by hearing (lecture style), others learn by doing (kinesthetic), etc...Keeping students interested and participating in the learning process is another challenge.  We are expected to put together lesson plans that challenge out students, yet are flexible and relevant to today's life.  There is a reason for that.  Studies have shown that "In addition, when students work in classrooms where a high level of success is fostered, positive influences related to stu- dents’ wanting to learn and being excited about the subjects they are studying have been noted in educational research" (Painter, 2009).  One of the ways we can achieve this is by asking our students to complete multigenre papers.  These are multilayered papers that allow students to blend poetry and personal narratives with facts and imagination.  In addition to the regular curriculum, these types of learning activities allow students to formulate their own learning about topics that are interesting or important to them.  Some of the essential questions were the following:

• "How are things, people, and events connected to one another?
  
• How can one express one’s ideas in a variety of genres?
  
• How do effective writers hook and hold their readers?" (Painter, 2009).
  
  Two students having the same interests were partnered together for collaborative purposes. The teams were asked to create word clouds about the things pertaining to their topics that they could write about.  They were each given all of the resources necessary for them to complete the project, including district approved websites.  All of the students enjoy this particular assignment because it allows them to really express themselves and their interests.
  
  Some of the students expressed their knowledge through the use of poetry, drawing cartoons, and writing narratives; while others enjoyed using PowerPoint presentations and timelines. It was particularly gratifying to see special needs students attack this assignment with gusto.  Since it was successful, I'm confident in stating this method of learning will be incorporated more often within our classroom!

Painter, D. D. (2009). Providing differentiated learning experiences through multigenre projects. Intervention in School and Clinic, 44(5), 288-293. doi:http://dx.doi.org/10.1177/1053451208330900

What is Culture?

Throughout the year we've been learning about culture.  "The student whose first language is not English needs a supportive environment and also needs to feel comfortable sharing with his or her classmates" (Avery, 2005).  Our class has benefited this year from our different cultures.  Our lessons have been infused with literature, music, food, and other topics from each culture represented by our students (and others).  We've enjoyed having friends and family members participate with lectures about their heritage and ethnicity.  Family history and traditions were stressed and in some cases, demonstrated. I've attached a few pictures from these lessons.  I cannot thank each of them enough. Their participation has been thoroughly enjoyable for me and my students.  

Merriam Webster defines culture as 

"* the beliefs, customs, arts, etc., of a particular society, group, place, or time

* a particular society that has its own beliefs, ways of life, art, etc.

*a way of thinking, behaving, or working that exists in a place or organization (such as a business)"  

 Each student was given a copy of National Geographic magazine; and was instructed to select a culture that was not their own.  They had to read about the culture they selected and comprise a list of all of the similarities and then differences between that culture and their own.  Most were surprised to learn that unless they were of Native American heritage, at some point their families were immigrants to this country.  Their reactions were priceless!  Please contact me if you would like to volunteer. This is an ongoing topic throughout our school year.

Avery, N. (2005). Our multicultural classroom. Teaching Pre K - 8, 36(2), 52-53. Retrieved from http://search.proquest.com/docview/231919063?accountid=12085

culture. 2014. In Merriam-Webster.com.Retrieved December 12, 2014, from http://www.merriam-webster.com/dictionary/culture