Blog 10 Locomotion

            This was quite an interesting book this week. I’m not sure if I liked it or not- I don’t really have any strong feelings one way or the other about it. I will say I like how it was written in a poetry format all throughout, or should I say relieved that it was short? With the poetry set up, it really made me close with Lonnie. Locomotion is written about Lonnie’s life and the obstacles he has overcome. Lonnie struggles with the death of his parents, and every year on their anniversary he flips out. Ms. Marcus tells him to write in poetry. He doesn’t have to write in formal sentences to express how he is feeling- choppy sentences are fine. This is great for Lonnie because he can just ramble many of his thoughts at once- finished or not.

            I definitely would use this book in my classroom. My students may be able to relate and use poetry themselves to express their feelings. I thought the whole scene where Ms. Marcus explains that Eric has sickle cell anemia was just awkward. When I was reading the section about it, I’m not too sure I would tell my class in the same manner. She should at least have better control over herself with her being comfortable enough to talk about the issue. She seems weary, and that is projected onto the students.  

            I did not care for Lili’s foster mom. I got the impression that she wanted nothing to do with Lonnie. That is just so rude. Lonnie and Lili are siblings and still should be close, not separated. They are family, and they need to be able to cope together about the loss of their parents. She kept looking at Lonnie like he was a piece of filth or something. I loved Lonnie’s passion for wanting to get reconnected with his sister. He did everything he could to please her, even finding a relationship with God.

            I thought the first article, “Who Can Tell My Story” had some very interesting ideas that were brought up. How can you write about something that you are not? I wouldn’t expect my older sister who is the first child to write a book about my life being the middle child. I agree with the author that my sister would not get my story right. She might see how I lived, but she did not know my every feeling and experience. I guess I have mixed emotions of people writing about other people whose backgrounds are totally different. It has obviously been happening since if not there would only be autobiographies to read. However, this is not to say that the stories that I have been reading are “correct”.

            I also enjoyed reading The Long Journey Home. It kept my interest the entire time, and I liked how it was written so that I could really understand David. I was about to connect to David and I felt as if I knew him. I thought it was good to read a story about slavery as opposed to just learning about it in a textbook.

           

Woodson, J. (2003). Locomotion. New York: Puffin Books.

(2003). Who Can Tell My Story? In D. Fox & K. Short (Eds.), Stories Matter: The

            Complexity of Cultural Authenticity in Children’s Literature (41-45). Illinois: National Council of

            Teachers of English.

Lester, J. (1971). Ben. In J. Lester, The long journey home: Stories From Black History (pp. 60-88). New

            York: Dial.

            

Blog 9

This novel was SOOO FUNNY. I caught myself laughing out loud a bunch. I could just picture Junior and see him saying this stuff. I also laugh a bunch and at pretty much everything so Junior kept me giggling. Junior is a tall, lanky Indian with a huge head and glasses. Of course he does not fit in. His best friend is Rowdy who seems to always have Junior’s back, until Junior betrays him by switching schools. Junior transfers into an all white school. He is a really big outcast here, until he beats up some kid and then is socially accepted. I was proud of Junior for going to the reservation. His teacher gave him the advice and it would be the only way Junior would be able to succeed in life. If he stayed on the reservation, he would not be able to be any better than the poor people there. I feel that this would be a great book to introduce to my class. Probably not my six graders, but I feel that eighth graders will definitely be able to handle the language in this book. The language is not THAT bad… nothing different than what students hear in the hallways.

            I’d have to say my favorite part in this book is when Junior’s team beats Rowdy’s team. I really felt that I knew Rowdy by reading this book. I was cheering for him the whole time. I do have to admit I did also feel like a traitor when Rowdy beat his old team. I mean he used to be one of them. He still is “one of them” at heart. This is the classic under-dog example. It was interesting to read about a culture different than my own or one I do not know a lot of information about. I believe students will find this novel an interesting read, and most will be able to relate with the issues of being able to fit in and being popular.

NATIVE AMERICAN’S IN CHILDRENS LITERATURE

I think it is interesting how Pocahontas is represented as a positive heroine. I guess I never thought about Native Americans being embarrassed about their heritage. I obviously have not given it much thought. I have always looked up to Pocahontas- I am in love with every Disney movie out there. She was a brave princess who had no fear. She was also kind and caring. Children may view Pocahontas as a figure representing Native Americans as a whole. This is far from true. Native Americans are not “savages” like they were represented back then. They are successful and STILL Indian. It is not one or the other, you can be both now. I feel that there need to be some updated use of books about Native Americans in the classroom. It is important to learn about the history, but to also know that Native Americans are normal people too.

THE INDIAN WARS

I was torn between what I believed during this Sports Illustrated article. Sometimes I would agree with how sports teams should not be named Redskins or after any other tribe name. Then someone would say something in the article that would change my mind. I would have to say I ultimately agree with this quote, "To a lot of the younger folks the name Redskins is tied to the football team, and it doesn’t represent anything more than a team”. Before reading this article, I had no idea that there were people out there who took offense to the use of tribe names for sports teams. I also had no idea that “chief” is equivalent to “nigger”. I don’t know how true that statement is, or how much the bad implication is upheld because my whole family used to call my grandfather Pappap Chief, and I am pretty sure my parents would not have let me say that if it was a negative name.

Alexie, S. (2007). The Absolutely True Diary of a Part-Time Indian. New York: Hachette Book Group USA.

Harris, V. J., & Reese, D. (1997). Native Americans in Children's Literature.Using multiethnic literature in the K-8 classroom (pp. 155-185). Norwood, Mass.: Christopher-Gordon.

Price, S. (2002, March 4). The Indian Wars. Sports Illustrated, 96, 66-72.

Multicultural books

        I really enjoyed reading The Geography Club and The Order of the Poison Oak. They were easy reads and were very intriguing. I found it to be interesting to learn a little more about the gay community and how a teenager would survive. While this is not a content area novel book, I feel that the topics brought up throughout these two books need to be addressed to students in this informal way. This is a very touchy subject, and I cannot imagine trying to bring it up in my classroom. I know I would get slurs and laughter, and it would just be one big mess. I know the term “gay” is used in everyday language for some people. “That’s gay” or “Don’t be gay” are very common phrases I even hear on this college campus. Instead of teaching students about this subject manner through lecture, it would be great to use these two books to enlighten my students.  

            I know many Middle School students will be able to relate to these books because they are not all about being gay. There are stories about surviving the bullies of the school and having boyfriends and girlfriends. I felt that these two books had the right amount of subject depth without making readers uncomfortable. I never once thought that something was inappropriate in these two novels. It was interesting to be informed of how children struggle with who they are as individuals. It is also important for me to know this because I need to know what troubles they may be going through as their teacher. These books can serve as a resource for struggling teens. They can also open up the eyes of the reader as to what some people may be experiencing.

            I thought it was interesting how the author chose to pair up a nerd and a jock. This just goes to show that ANYONE could be gay; it’s not just the “misfits”. Society needs to change their view on what is normal because clearly normal people do not even fit into society’s definition of normal. It also makes me wonder who at my high school was gay. Not that it bothers me, but I would find it interesting. I think that most male athletes could not even think about being gay because it was so out of the question. People associated say the football players with manliness. To find out that the quarterback was gay would be mind blowing. Someone somewhere would probably argue to get the kid off the team for some made up reason. So maybe many athletes back in high school wanted to be gay and come out, but couldn’t for the fear of being punished. That is an interesting thought.

            I liked the first article, Self Censorship, which is about the three picture books. These kind of books should be in libraries of schools. Gay and lesbian families are becoming more and more prominent in society so students should be informed of what is going on in the world. The article said it perfectly how the school libraries are stocked with books that make the adults comfortable. These three books aren’t THAT bad. It is nothing like what might be traveling along through the halls of a school. I would rather my child read a book then overhear conversations he or she doesn’t understand leading to wrong assumptions based on word of mouth. Also if these books are put on the shelves, it may make it easier for the children who relate most to the books to understand their lives more. For instance, the article mentions how in the first book the young girl notices she has two mommies and not everyone else does. But then she goes further to observe some have two daddies or many combinations of the two. These books can help students understand the world around them. The books would help, not hinder, education.

            In the second article, Moving Beyond LGBT, I thought the TIGers group was really cool. People need to be informed of these newer issues in society. Just because something is not the norm does not mean that it is bad. People often fear what they do not understand or know enough information about. I know after reading this article I understand Heteronormativity and Intersectionality way more than before (I really didn’t even know about them). I will agree that Heteronormativity is exactly what school systems are trying to hold on to. They do not want homosexuality to become “normal”. I feel that heterosexuality and homosexuality both need to been seen as “normal”. As I said before, different isn’t always bad.

            In the third article, From Queer to Gay and Back Again, I learned that there are so many more books out there with coming out stories. Honestly, I think that my two books for this week were the first books I have ever read in school about people being gay. Now I may be missing one, but I really racked my brain, and I do not believe I was ever required to read one. This is sort of mind blowing. Maybe my ignorance is to be blamed on my school system. This is not to say that I had no idea about the topics of debate. I definitely did, but I do not remember ever learning from classmates or in school what “gay” is. I know back in grade school people would think it was cool to throw around the term and if they ever got caught saying it they would blame it on its other definition of “happy”. Now while I do agree that more of these books need to be in the schools, I definitely think that it should be age appropriate. You can’t just throw mature topics to a class of immature students; I can’t even imagine that even sitting well. As we get older, I believe the trend is to be gradually more accepting of people that are different from us. If these issues are addressed early on, students may learn to be more accepting of differences.

Hartinger, B. (2003). Geography Club. New York: HarperTempest.

Hartinger, B. (2005). The Order of the Poison Oak. New York: HarperTempest.

Blackburn, M.,& Smith, J. (2010). Moving beyond the inclusion of lgbt-themed literatur inenglish language arts classrooms: Interrogating heteronormalitivity andexploring intersectionality. Journalof Adolescent & Adult Literacy, 53(8),625-634.

Jenkins, C. (1998).From queer to gay and back again: Young adult novels with gay/lesbian/queercontent. Library Quarterly , 68(3), 298-334.

Stewig, J.(1994). Self-censorship of picture books about gay and lesbian families. Concepts and Themes, 7(3), 184-193.

Omnivore’s Dilemma

Pollan, M. (2009). The omnivore's dilemma the secrets behind what you eat. New York, New York: The Penguin Group.

            I thought this book was really cool and informative. I had to read a book one time for a class about being a vegetarian, and the author just bashed on meat eaters the entire time. It was sort of offensive and made me feel horrible because I eat meat, but this book was far from it. Thank goodness. This book gives the history behind our food, in a very interesting way. I was clueless about the background of everything I ate. I would have not connecting it back to corn.  Almost EVERYTHING comes from corn. I also like how the book includes the origin of where the name “corn” came from. It was initially called maize. Students will learn this term most likely when they are taught about Native Americans and the English in their Social Studies class and will be able to see the relationship to this book.

            It is interesting how the author describes corn as “taking over America”. At first I thought it was so dumb, but then I read further and all of my surroundings probably came from corn. So yea, corn is taking over America. The book also goes into photosynthesis, and how it relates to our food. The diagrams are very helpful so that my students will be able to visualize what is coming in and going out of plants. Pollan does an excellent job with presenting all of this information into a way that is really easy to understand. I do not feel as if the book is “dumbed down” at all. I liked how he traced where the food came from on your plate to the industrial factories and then back to the animals and plants. Students need to know that animals aren’t just raised on a happy farm with a white picket fence. This is very misleading. I like to picture it that way, but this is far from what the animals’ experience. I want students to be knowledgeable about this issue, so that they can make the choice for themselves of whether to eat meat or not. Quite frankly, I think there needs to be a better way to treat the animals, but when people only care about making a profit, they won’t go through those measures.

            I thought the Turning Bombs Into Fertilizer chapter was mind blowing. From WWII, the government had so much ammonium nitrate that they decided to dump this surplus from the war onto farmland. The ammonium nitrate is the leftover bomb material. Why in the world would the government throw stuff that was used to kill people on to the fields of crops that we eat? It sounds pretty dangerous to me. Another mind blowing event was when I found out about how potatoes are grown. The pesticide used on potato crops called Monitor is so dangerous to the nervous system that field workers aren’t allowed to go into the field until five days after it has been sprayed, so why in the world would this be a good idea for us to eat? And then there is the other pesticide that kills any bug that bites into a potato. This pesticide is infused into the potato protecting it from prey, but then we are expected to eat this potato six months later after the pesticide has “worn off”. WHAT. This is very disturbing to me. The world is trying so hard to come up with very advanced ways of growing our food that they will introduce us to anything as long as it still brings in a profit for them. We are ingesting so much poison I would not be surprised if this was the reason why cancer has become very prominent during our lifetime. It is kind of scary at what will be invented next.

            I will definitely be making my students read this book in my classroom. I have learned so much from it, and I know that they will too. Especially with all of the fast food industries around town, maybe it will make students re-think their choice of their next meal. Childhood obesity is on the rise, and students need to learn about calories and food options. This book informs students without pointing fingers at specific individuals. I know after reading this it has made me want to make healthier choices for what I eat, and I even want to start back up the garden in my backyard at home. I want students to be informed of where their food comes from, and what it had to go through to end up on their dinner tables every night. 

A Really Short History of Nearly Everything

            Well I definitely did not expect the book to be as long as it was when I checked it out from the library. I was thinking it was going to be more of a picture book with not a lot of words.  While it did have pictures on every page, it had quite a bit of text. It definitely took a few days to read. It was also more difficult to read than a regular novel because it switched topics every few pages.

            I have a hard time trying to picture assigning this book to my Middle School students. Not only is the book really long, it jumps from topic to topic. It would be good if I just assigned a few pages, but I feel it would take away from the overall story line. It would be excellent to use as a backup supplemental text because the book breaks it down so easily and is very informative.  The pictures, both animated and “real” really get the point across. This book definitely is not as boring as a regular textbook. I feel that it would be really interesting for my Middle School students. It kind of reminds me of that book of Guinness World Records. This book has taught me a lot- it breaks it down so easily that even difficult topics are easy to understand.

            The content of this book really did hit on “nearly everything”. It does an excellent job of taking a really important topic and explaining the key points on that topic. They have about a page to carefully explain say the Earth’s orbit, so there is no extraneous information given on the topic. And the pictures just add on to the affect. When I had a hard time processing the information, I would just look down at the pictures, and it helped make more sense. Visual learners will definitely benefit from this book- the pictures are almost as descriptive as the text. Now that I am reflecting back on this book, I will surely have this book on a shelf in my classroom.

Bryson, B. (2003_. A really short history of nearly everything. New York: Random House.

Charles and Emma

Alright so I usually judge a book by its cover. I was excited when I checked this book out from the library because something about the cover stood out. Yes, I judge my books by their covers and how the font is on the inside. Even if the book is horrible, if the pages are to my liking it makes the book a little bit better to read. I believe I read this book around a week ago (completely out of order on the assignment sheet because this library only lets you have them for like a week), and I sort of forgot how awful it was to read.  I felt that it did not pick up the pace at all, and I cannot stand to read a slow book. I always finish them because I feel guilty if I don't, but that doesn't mean that it isn't miserable along the way. (On a side note I was looking at Kindles this weekend to get one for my birthday, and I am extremely depressed that they do not work in the dark. Good thing I still have my book lamp from Middle School book fair. This thought jumped into my mind because I read books at night before bed, just as I did with Charles and Emma.)

I liked the first two science books because they were interesting and packed with an exciting plot. I felt that Charles and Emma lacked both of these. From the title I obviously got the hint that this book would be about Charles Darwin. I thought that this book might be an engaging book to read and would capture my attention. Definitely did not do either of the two. I would not have my middle school students read this book. Middle School students are in that stage where they just hate school and want nothing to do with it, and I feel that picking a book as disengaging as this one would just not help the cause. And to make matters worse, Charles and Emma are cousins- eek. I mean I obviously looked past this fact and continued on with the book, but it bothered me the whole time. Of all the people in the world, I think you can avoid marrying a sibling or cousin. I feel that Middle School students would just make fun of this book, sort of like I am doing now, but they wouldn't be able to move past the issue.

One thing that sparked my interest was how Charles wrote down everything in his little notebooks. This reminds be so much of my PapPap who passed away a few months ago. We were extremely close, and my PapPap adored all of his Grandchildren. The one thing that Charles and my PapPap had in common were these notebooks. My PapPap would write down EVERYTHING. He lived in Ohio and he would write down all the gas station and food stops we stopped at along the way- recording how much we spend at McDonalds and how many gallons he just filled up on (with the prices). If my sister and I were ever in a bind  on the way up to see him, we would just call and he could tell us where the nearest food/gas place was WITHOUT USING TECHNOLOGY. He also wrote down mile markers and landmarks so we could tell him what was just passed and he would look it up and tell us how far away we were from him and my grandma.

Back to the book, it would not cut it in my science classroom. If the plot had been easier to follow, then maybe yes. But knowing that this book is targeted at Middle School students, I don't know why the author wouldn't have altered a few things to appeal to this specific audience.

Heiligman, Deborah. (2009). Charles and Emma The Darwins' Leap of Faith. New York: Square Fish.

Digital Nation video

The Digital Nation video amazed me. All those kids hooked on video games to the point where someone actually dies because they forget to eat/drink- how does that even happen? Clearly video games are an addiction, especially in that country, and if I were a parent I would limit my child's gaming to a FEW hours a day- as in one or two. That one kid used to be so smart and then he let video games control his life and now his GPA is among the lowest in his class.
 As for the Growing Up Online movie, I could somewhat relate to that. I'm sure a lot more people are outgoing on the computer than face to face. But I believe that one girl took it a little far with taking almost naked pictures of herself and posting it for the world to see. I don't think it should have gone to THAT extreme. And I mean her parents did "punish" her, but then later her dad took it back and actually praised her for what she did- I do not agree with that at all.

Blog 3 Week 4

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.

Prensky, M. (2001). Digital natives, digital immigrants part ii: Do they really think differently?     On the  Horizon, 9(6), 1-9.

Chase, Z., & Laufenberg, D. (2011). Embracing the squishiness of digital literacy. Journal of

Adolescent & Adult Literacy, 54(7), 535-537.

Moyer, J. (2011). What does it really mean to "read" a text?. Journal of Adolescent & Adult

Literacy, 55(3), 253-256.

I really enjoyed reading the Prensky’s articles from this week.  I actually learned a lot from them, and they kept my interest.  This whole thing about Digital Natives and Digital Immigrants makes so much sense.  Starting with my generation and the others that follow, children are being introduced to all different kinds of technology and resources, and they in turn develop their brains differently.  It is actually kind of scary. Growing up when I wanted to become a teacher, I would agree with the Digital Immigrant’s arguments on how students should be taught.  After reading these two articles, children need to be taught totally differently. Straight lecturing, which is mostly what I received growing up, is not going to work for my future students. In the first Prensky article it states, “our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language”.  I guess I am sort of intimidated now; I wasn’t really taught from a Digital Immigrant perspective, so I cannot relate easily to these Digital Immigrant requirements.  I found it really interesting on the use of video games to teach these new Digital Immigrants.  My brother is glued to video games and television- me, not so much.  He can sit in front of the television for hours just working on a single game.  He has enough attention to sit there in the same chair, missing dinner, just to beat more and more levels.  When homework time rolls around, he cannot even work for half an hour without getting fidgety. So my brother prefers games to school work, who wouldn’t? After reading the two Prensky articles, it really had my mind grinding gears to figure out how I could reach out to my brother if he were one of my students. I am going to have to teach in a fun way that involves this new and updated technology. 

From analyzing my younger brother, my future students will need a faster paced learning environment, just like a video game. In fact, trying to teach these Digital Natives can be viewed in relation to a video game.  They aren’t going to play a game that isn’t fun and that is not interesting to them. They want a game that requires a fast paced setting, not too dumb downed.  No one wants t o play a video game that is under their age level. It will be important to come up with video games that while still teaching curriculum, also involves keeping the students busy and active. I don’t really understand why some teachers are being stubborn and not accepting the fact that students cannot be taught in the same manner as they have been in the past. It just is not going to work. The brains of students are wired completely differently, and it will be our job as teachers to step out of our comfort zones to reach out to our students to make learning interesting, fun, and compatible with their brains.

            I also found it interesting that the human brain was not wired to be able to read.  Reading is actually quite difficult for our brains because it is not what they were designed for in the first place. Our brains were first reprogrammed to understand written language and reading. Then they were reprogrammed for television, and now video/computer games.  It is hard for students to retrain their brains again for the older ways of teaching. This can be very frustrating. It’s like taking a Spanish course in college that teaches strictly in French, that you don’t even know. So of course students are not going to be engaged, the teaching is not geared towards them at all.

            One of the additional readings I will be blogging about is “What Does It Really Mean to “Read” a Text?”  I know I have heard from other sources besides this article that reading is on the decline for students. Maybe it is due to all the video games and television their minds are thoroughly engaged in? This article disproves that reading is on the decline. Reading in print services may be declining, but there are newer modalities that students are using. Kindles have become very popular- but does this count as “reading”? Well certainly! Just because it isn’t in the format of an old fashion book does not mean that it isn’t reading. I personally like to have the real book experience, but lots of my friends have been getting Kindles, and I am getting a little bit jealous. I usually buy my books, and all those books that I have acquired over the years take up half my room at home.  Kindles and other electronic devices store all the books on ONE device. How convenient is that? This makes it so much easier for children to complete their reading assignments, especially if the assignment calls for more than one book. Studies have shown that it doesn’t matter what particular modality one uses to read, the information is all comprehended in the same fashion.  So as the change occurs from reading print to e-books, the change must also occur in students’ environments and resources such as the library. If they cannot access the particular modality that fits them best, they will more than likely not be engaged to read.

            In “Embracing the Squishiness of Digital Literacy”, the article stresses that digital literacy is not a new literacy, it is just the same literacy only updated. Digital Literacy is implemented by the use of laptop computers in an 11^th grade classroom. The computers are used to record interviews, and to create an online forum of students commenting and listening back and forth to others students’ interviews.  Reading and writing are incorporated into this project with students then writing rough drafts and revising their work. Students can go further and podcast themselves. This project assignment is so cool! It reaches out to all types of students, and there is plenty of room for development.  Technology is needed to help the students become more familiar with the digital world to develop their knowledge with digital literacy.

 Hall, L. (2011). How popular culture texts inform and shape students' discussions of social studies texts.                                

               Journal of Adolescent And Adult Literacy, 296-305.

 

Johnson, H., Watson, P., Delahunty, T., McSwiggen, P., & Smith , T. (2011). What it is they do: Differentiating knowledge and literacy practices across content disciplines. Journal of Adolescent & Adult Literacy, 100-109.

I don’t know why these Blogs are so hard for me to write, more like intimidating.  I’m not much of a writer- or even a free flowing non-structured writer at that.  I never really know what to say.  I am much more of a reader- I’ve already started on book number two in the science section of our book list.  I also knocked out each Harry Potter book the day that it came out… not that I am bragging or anything. J I just enjoy reading because the text is already down on the page for me.

The first article I read was, “How Popular Culture Texts Inform and Shape Students’ Discussions of Social Studies Texts.” I really enjoyed reading this article. It was not just information after information like some of the other articles. It actually had examples of the points the author was trying to prove which made it very relatable to me.  I like to hear about the examples.  I thought it was really cool that the girl named Emily in the article used her prior knowledge about arches to understand Roman architecture.  Whoever thought McDonalds would be helping children out in school?! I do have to agree with Emily though, whenever I think about arches those golden ones are always the first ones to come to my mind.

I also thought it was really interesting how the students thought that if something is in a movie it is automatically not real.  Specifically when they were talking about if Atlantis was real or not one of the students said it wasn’t because it’s a movie and another student agreed because he said it is also a video game. Thomas jumped to a conclusion and said, “Cool. So, yep, not real.” Pop culture can be both beneficial in the classroom and also harmful. If students jump to quick conclusions, they will be hurting themselves in the long wrong. Students need to be able to distinguish between the non-fiction and fiction in pop culture texts.

Another interesting topic of debate is with the girls not being allowed to be sailors. A student brought up that you never see girl sailors in movies so they must not have been allowed. I actually think this is very humorous. Pop culture portrays women to be helpless and not equals to men. Robert said: “Right. Girls don’t explore. They stay home, or they get saved.” Robert does have a point, because women in movies are more often than not portrayed like that. And just because Eric and Robert made a case to Linda about girls not being in those movies or video games, it made Linda reconsider what she was thinking just because those two had evidence in movies/games.

The second article I am blogging about is “What It is They Do: Differentiating Knowledge and Literacy Practices Across Content Disciplines.”  I also really liked this article. I find it really interesting how much Math and Geography are really similar in how they are taught. The article thoroughly explains how we are shifting to disciplinary literacy. This somewhat confused me throughout the article because I wasn’t really sure what it was referring to.  The disciplinary approach was defined as, “a more complex view of literacy instruction that addresses the literacy demands specific to content areas and is based in the belief that deep knowledge of a discipline is best acquired by engaging in the literate habits valued and used by experts in that discipline (p.101)” Wait what? This has to be the most confusing definition ever.

I did however relate to one of the points made in the article. “Students often question why they have to learn about reading if they are going to teach math, science, social studies, art, music, or physical education “(p.102). I definitely had this thought process growing up. “Why do I have to learn this. It will never be useful to me.” While I did THINK this, I never said it out loud in class like some of my other classmates did. Even in my math classes, “Why do we have to learn about derivatives? Who uses this stuff in everyday life?” The article does mention how teachers have to be EXPERTS. I guess teachers do have to be really smart in almost every subject. It would just stink to have a math teacher who could not communicate well. But hey it happens.

I thought the articles were very interesting this week. I’m trying to be better about this whole blogging thing so hopefully I did a lot better than last week!!

I found this article, The Challenge of Content Area Literacy: A Middle School Case Study, to be really interesting.  I can't believe that a middle school class would, like clockwork, come in, sit down, and read then write.  I know, after my past experience with being in a middle school, that must have been either a really great class or it took lots of patience and training to teach the children to be able to have that routine.  Especially with him being a first year teacher.  Once students figure out that you are new, they try to take advantage of you.  I know they can sense fear because I once sensed it when I had a new teacher growing up.

I feel that it is very important to incorporate reading into the other three main subjects besides English.  Reading strengthens your vocabulary and knowledge, and this is very important for students to be introduced to.  I like how this article teaches reading and writing in a science classroom.  Students need to be able to read, comprehend, and write in areas other than just English.  I particularly like the two main techniques John teaches to his class, RAFT and HEART.  These creative techniques spice up the usual boring things that are usually taught in English class to strengthen reading and writing skills. These techniques are also good because it teaches students that literacy extends farther than just an English class setting.  I know when I was growing up I associated essays with only my English classes. When I was asked to write something short for my science class, I couldn't comprehend HOW I was supposed to do it.  It did not come to me as easily as it did in English class. I thought it was weird that I was being asked to write something in a class other than English. I will definitely implement many of the techniques John teaches his class to mine one day!!