I have a plan to read more in 2013.

I would like some book recommendations before I go home for break.  We have Half-Priced Books in Ohio, but they don’t have them in Florida.  

My favorite authors:

Jane Austen 

J.K. Rowling

Meg Cabot 

Fannie Flag

I like Historical Fiction, Fantasy (but not too science-fictiony), Chick Lit, and non-fiction on history (more U.S. than other countries, but have been known to read about other countries).

I don’t like books that will give me nightmares or make me more paranoid than I already am.   

Plus reblog, reply, or e-mail with suggestions.

literarykitten:

My Students: When it comes to teaching about “old stuff”, like ancient Egyptian myths, sometimes it takes an excellent book to engage today’s students.

My students are gifted and honors students with a genuine love of reading. For middle schoolers, this attitude is generally unheard of. They are the sweetest and most voracious group I have ever had the pleasure of teaching. For them, this experience of reading The Red Pyramid would provide entertainment and enrichment.

My Project: With a class set of The Red Pyramid, I will be able to engage my students with an entire unit. We will be able to support Social Studies curriculum, as well as tackling Language Arts standards in an engaging and fun way.

If we read this book, I will have the students choose from a variety of projects to present to their peers. We will also take part in Socratic Seminars, and tie in primary source material and non-fiction texts for an in-depth look at the impact of Egyptian culture on modern day culture.

By donating to this project, you will play a part in lighting the fires of my students. Together, we can give these students a unique reading experience that will inspire them for years to come.

Signal boost!

(via literarykitten-deactivated20120)

everyfiredies:

In my search for Frankenstein resources, I found this! This list is pretty thorough as far as literature usually taught in high school goes. It ranges from Shakespeare to Orwell to Laurie Halse Anderson. And I just learned that Bob Dylan’s “All Along the Watchtower” was inspired by Frankenstein: WIN!

The list notes the songs that have been confirmed as inspiration for a song, but also includes many songs that are just thematically relevant to use as discussion or analysis points. 

Guys, guys, this infograph is amazing.

Tags: lit

Wicked

Have any of you read this book?  I liked it in the beginning.  Now, I’m about a third of the way through … and I just. can’t.

Usually, once I am past the third chapter of a book, no matter how bad it is, I have to finish reading it. 

I haven’t read much for fun lately, mostly because I’m not engaged in Wicked — but I have that “must finish it” mentality.   

The only book in recent memory that was like this for me was the Poisonwood Bible, but I think I stopped in Chapter 3.

If you’ve finished it, tell me, is it worth pushing through?

Here are my tips for building up your book muscle in ways that maximum your efforts:

• Dedicate daily time for reading. If you want to increase your book knowledge, you must set aside time for reading. Tell yourself you are doing research!

• Read books on your district lists and curriculum documents. If a text is required use for your grade level, you should read it before sharing it with students.

• Explore your school’s book closet. Many schools have sets of books squirreled away in department or grade level closets—often forgotten or unused.

• Read winners from major award lists. Begin by exploring the American Library Association’s Book and Media Award lists . Most state library associations create recommended reading lists of children’s and young adult literature each year, too. These lists offer an entry point to the authors and high-quality texts available for your students to read.

• Befriend a librarian. Librarians know things. They are tapped in to the latest books and resources for using these titles in your classroom. A savvy librarian can recommend grade level texts and help you find books that match students’ interests and your curriculum, as well as websites, technology tools, and response ideas.

• Ask your students what you should read. If I see several students in my class reading the same book and I have not read it, I will move it up the pile. A book that already has proven kid appeal is a guaranteed must-read. 

Click the link to continue reading.

bookmania:

(by shannspishak)
world-shaker:

Guys. It’s free.

The International Children’s Digital Library (ICDL) brings a worldwide  collection of free children’s books to the iPad. The largest collection  of its kind, the ICDL spans the globe with thousands of children’s books  from over 60 countries, in a wide assortment of beautiful languages  with captivating illustrations.  Meet the six Mongolian brothers in  search of knowledge, the gray Palestinian peacemaker cat that does  something most unusual to the other cat’s ears, or a version of the  Three Little Pigs that you surely have never heard before.

(via ICDL - Free Books for Children - International Children’s Digital Library for iPad on the iTunes App Store)

Hipster PPT smirks at you.

world-shaker:

Guys. It’s free.

The International Children’s Digital Library (ICDL) brings a worldwide collection of free children’s books to the iPad. The largest collection of its kind, the ICDL spans the globe with thousands of children’s books from over 60 countries, in a wide assortment of beautiful languages with captivating illustrations. Meet the six Mongolian brothers in search of knowledge, the gray Palestinian peacemaker cat that does something most unusual to the other cat’s ears, or a version of the Three Little Pigs that you surely have never heard before.

(via ICDL - Free Books for Children - International Children’s Digital Library for iPad on the iTunes App Store)

Hipster PPT smirks at you.

(via garnetsandaquarians)

On Teaching with Poverty in Mind

One of my main criticisms of the book is that when Jensen describes high-poverty schools that are successful and the programs they have implemented … he often chooses a charter school or a magnet school.  Now, I know charter school regulations differ from state-to-state.  I taught in a high poverty charter school in Ohio, and there were a number of things that public schools by law had to follow and we did not.  Additionally, we didn’t have to answer to any school board or pass levies to pay for things.  Also, there have been a number of articles published in the last month criticizing different charter school’s published data because it was distorted or they had few students that qualified for special education services.

I just wish he had included more examples of public schools, and how they were able to fund the programs as well as get the approval of the school board and the public.

found this through @L_Hilt on Twitter

How could a kindergartener have PTSD? Isn’t that what soldiers get after war?

Exposure to chronic or acute stress is debilitating.  The most common adaptive behavior includes increased anxiety (as manifested in generalized anxiety disorders or post-traumatic stress disorder ) and an increased sense of detachment or helplessness.

Teaching with Poverty in Mind by Eric Jensen, pg 28

At the school I first taught at, many of my students lived in extreme poverty.  I had a student who was living in a homeless shelter.  I had a student who attempted to jump out the (first story) window at the thought of being away from us for 2 weeks during Christmas break.   Their behavior was far from anything I’d seen in my life.  But considering some of the things they faced, and certainly after I’ve started reading this book, it makes sense.

I had a kindergartener diagnosed with PTSD.  Other staff members didn’t even believe this was possible.   He had spent the first three years of his life in foster care.  He had been locked in a trunk by his foster parents.  His mother, was clean, had gotten her parental rights back, but was dying from cancer.  She wouldn’t go get treatment, because it meant she had to stop working, and she needed to provide for her son.

Of course it made sense that he was afraid of the dark, refused to be the first one to enter a room, and would give up after less than 30 seconds on anything that he thought was too hard.   When other staff members demanded that he behave and do his work, his reaction was to ram his head into the garbage can.

When nothing has been stable in your life, when the first three years of your life you lived in fight or flight mode, then yes, you can be five and have PTSD.

It breaks my heart that my school and I were unable to do more for him (at the time I was the classroom aide).  I felt like I was ramming my head against the wall trying to get him the counselling I thought he needed. His teacher the following year was amazing, but we just were not able to provide him everything he needed.  

It is the schools with the least amount of money to spend on students, that need the money the most to provide these outside services so that students can succeed.

Team Teachers Summer Book Club Question 1

You can find the Team Teacher’s original post on this here.

In the opening of the book, Jensen says, “I believed that if ‘those people’ simply tried harder to had ‘better values,’ they would be able to succeed.  Today, I realize that this attitude was terribly small-minded and prejudiced” (pg 1).

 Growing up, what were your experiences with and thoughts on poverty?  What were your thoughts and experiences with wealth?  Have your thoughts changed, and if so, how?

I grew up in a middle class family.  My mom worked, and my dad had multiple jobs.  Money was never flowing over the bin, but I never needed something and didn’t have access to it.  My parents taught me about money at an early age — my mom showed us the money she had in a pay check and then put in piles for all the bills she had to pay, and showed us how much was left over (not much).  My parents had a good work ethic, which they instilled in me.  I got my first job at 14 at a local ice cream shop, and have been working ever since.

I also grew up knowing that my uncle was homeless. He has struggle with a mental illness since he was a teenager.  As a kid, I didn’t really understand why we didn’t just go get him and bring him inside — other than the fact that we didn’t exactly know where he was.  I spent holidays bringing food to shelters, donating toys and clothing to homeless shelters, and working in soup kitchens.  Part of it was because I wanted to help others, but a large part of it was hoping to see my uncle and if I didn’t — hoping that there was someone out there helping him, the same way I was helping these people.

In the book, Jensen talks about not pitying people, but having empathy.  It wasn’t until I taught in a low ses urban area that this sunk in and I learned the difference.  I had always felt bad that people led rough lives, and were poor.  As an educator, it was hard to learn the difference between pity and empathy.  I’m not sure that I mastered it.  I spent more time focusing on empowering my students, believing them, and helping them set and meet goals.

Last year, my uncle was finally brought in by social workers.  I spend every Sunday with him.  We go grocery shopping, I treat him to lunch, and then I help him take care of anything he needs to in his apartment.  His years on the street — he had no friends, and no contact with his family.  In the year that we have been in contact, the changes in his behavior, health, and ability to interact with others has improved immensely.  I’ve learned a lot about social and emotional poverty through this experience.  Love, physical touch (as in hugs and kisses on the cheek) are incredibly important.

As far as wealth, well I grew up singing “I wanna be rich!  I want a pie in the sky!”  But as a kid that was pretty much the extent of my understanding.  Today, I get frustrated by how much money equals power and controls politics — but that is another story entirely. 

I’m looking forward to your posts!