The discussion board was very useful in deepening the conversations we shared in class. It also made available everyone’s thoughts and opinions, not just the insights of the few people that might have ended up in your group on a particular day. My favorite discussion revolved around censorship and our textbook Naked Reading. The discussions I chose to post here are from both the classroom investigation assignments and the Naked Reading textbook. The information I discovered will be a nice resource for future classroom projects.
Webquest/Expeditionary Learning
When I went to the ASU site I have to admit I was a little disappointed. Several Webquests that I clicked on seemed more like on-line scavenger hunts. I was expecting a little more depth. The eduscapes.com site included the WebQuest attributes: set the stage, interesting task, info.resources, clear process, guidance and reflection. These ideas were a little closer to what I had been expecting. I then found a Greek Mythology WebQuest at http://www.uni.edu/schneidj/webquests/fall04/mythology/index.html. This was much more detailed but still seemed like a bunch of English activities condensed into a Webquest. I did enjoy the idea at the end of the Greek Myth Webquest, the activity where the students take their research and create their own god/goddess for present day reasons.
The more I was read the more the WebQuest idea was beginning to looking like the idea behind Expeditionary Learning, only condensed into one lesson. My suspension was confirmed through two sites: http://www.readingonline.org/articles/art_index.aspHREF=teclehaimanot/index.html and http://eduscapes.com/ladders/themes/webquests.htm
The more I was read the more the WebQuest idea was beginning to looking like the idea behind Expeditionary Learning, only condensed into one lesson. My suspension was confirmed through two sites: http://www.readingonline.org/articles/art_index.aspHREF=teclehaimanot/index.html and http://eduscapes.com/ladders/themes/webquests.htm
The first site is an article written by Berhane Teclehaimanot and Annette Lamb. Their conclusion made the most sense to me, using literature as the focal point for meaningful activities that help connect books with outside ideas and relationships. A Webquest should be exploring the big ideas in a book. This particular title sounded interesting to me but the link was broken, Gangs throughout literature (big idea/conflict resolution).
The second site is associated with Annette Lamb and it confirmed my EL theory. She calls it project based and inquiry based learning but it is the EL educational model applied to a unit in a “regular” classroom. The catch phrases are “authentic” learning with “real world” scenarios and “deep knowledge” of a subject.
The most important aspect for me in a good Webquest experience is the transformation of ideas learned in the process: discussing, debating or demonstrating applications.
I learned so much and encourage everyone to read the eight strategies in the Teclehaimanot and Lamb article. Good Stuff!!
The second site is associated with Annette Lamb and it confirmed my EL theory. She calls it project based and inquiry based learning but it is the EL educational model applied to a unit in a “regular” classroom. The catch phrases are “authentic” learning with “real world” scenarios and “deep knowledge” of a subject.
The most important aspect for me in a good Webquest experience is the transformation of ideas learned in the process: discussing, debating or demonstrating applications.
I learned so much and encourage everyone to read the eight strategies in the Teclehaimanot and Lamb article. Good Stuff!!
More websites:
A. Explore the following website that gives some history of webquests: http://eduscapes.com/sessions/travel/define.htm
B. Explore Arizona State’s English education webquest site: http://english.clas.asu.edu/enged-webquests
B. Explore Arizona State’s English education webquest site: http://english.clas.asu.edu/enged-webquests
Podcasts
The podcast, Is the internet making us stupid?, struck me as a odd coincidence. It is a great question needing to be explored but it is also a take on a conversation I recently had after hearing an interview with Stephen Baker. Baker released a book last week about man vs. machine. His book is called Final Jeopardy and is about the IBM computer Watson taking on the two Jeopardy champions and who ultimately wins and why. I have tried to find a podcast of his interview but struck out. So to paraphrase his thoughts on the future of computers like Watson; machines are there to compile data but will never replace the human capacity for imagination and ideas. I found the whole conversation very fascinating.
So is the internet making us stupid? No way, it has given all of us the ability to dig deeper into things that interest and inspire us. And this takes me right to my podcast investigation. Hearing an author describe in their own words their books and ideas is empowering. I found two interviews where I learned something new.
One was with Laurie Halse Anderson where she describes how she did her research and why she thought it important to do it the way she did
http://artsbeat.blogs.nytimes.com/2009/05/08/book-review-podcast-childrens-books/
The second podcast I thoroughly enjoyed was from an author I had never heard of. The excitement in his voice and the way he described his writing so intrigued me that I now have his book on my “to read” list. Check it out: Boy Sherlock Holmes by Shane Peacock
http://www.cbc.ca/books/bookclub/2010/11/podcast-shane-peacock-on-his-award-winning-boy-sherlock-holmes-books-1.html
I will admit to some bad with the ability to google/podcasts….I can spend hours searching and listening to all the intriguing things I want to know.
So is the internet making us stupid? No way, it has given all of us the ability to dig deeper into things that interest and inspire us. And this takes me right to my podcast investigation. Hearing an author describe in their own words their books and ideas is empowering. I found two interviews where I learned something new.
One was with Laurie Halse Anderson where she describes how she did her research and why she thought it important to do it the way she did
http://artsbeat.blogs.nytimes.com/2009/05/08/book-review-podcast-childrens-books/
The second podcast I thoroughly enjoyed was from an author I had never heard of. The excitement in his voice and the way he described his writing so intrigued me that I now have his book on my “to read” list. Check it out: Boy Sherlock Holmes by Shane Peacock
http://www.cbc.ca/books/bookclub/2010/11/podcast-shane-peacock-on-his-award-winning-boy-sherlock-holmes-books-1.html
I will admit to some bad with the ability to google/podcasts….I can spend hours searching and listening to all the intriguing things I want to know.
Fan Fic
Author: Dr Jill Adams
Instructions
Read the article on Fan Fic at the following link: http://www.schoollibraryjournal.com/article/CA6673573.html. Visit the site www.fanfiction.net/book or another site for fan fiction (there are a few listed at the end of the article). Choose a young adult literature title included on the site and read at least two of the posts written by fans (mindful that they are not all written by teens and they are not typically moderated). Post either a response about the experience (making note of features on the site), posting the link to the hosting website and the link to the respective pieces or a start to your own fan-fiction piece.
Author: X. Hammond
Read the article on Fan Fic at the following link: http://www.schoollibraryjournal.com/article/CA6673573.html. Visit the site www.fanfiction.net/book or another site for fan fiction (there are a few listed at the end of the article). Choose a young adult literature title included on the site and read at least two of the posts written by fans (mindful that they are not all written by teens and they are not typically moderated). Post either a response about the experience (making note of features on the site), posting the link to the hosting website and the link to the respective pieces or a start to your own fan-fiction piece.
Author: X. Hammond
Who knew!?
I admit, I had no idea. It is great to see that books can so inspire. I wonder if you ranked them by #of submissions it would be comparable to the rank of # sold. It is hard to miss the number of fanfics for Harry Potter on the fanfic.net site. 506,835! I couldn't read any though--I like my J.K. Rowling just how it is.
I chose to read some about my book talk book. Savvy by Ingrid Law.
http://www.fanfiction.net/s/6644138/1/Subtle_Savvy
This fanfic took the characters out of Law's book and made up a scene. I think it really carried with it the feeling of Law's book. It was short but wonderfully written and all the characters rang true.
The second took Law's savvy idea but built it around two new characters that weren't in the book. I didn't enjoy this one as much. It seemed to be missing the spirit and understanding of the first fanfic and Law's books.
http://www.fanfiction.net/s/6523940/1/My_Sticky_Little_Savvy
I still can't get over the number of entries. This goes way beyond, "it was a really good book, I really liked it". I'm impressed, these people are spending some serious time and energy to write about stories that inspire them.
I admit, I had no idea. It is great to see that books can so inspire. I wonder if you ranked them by #of submissions it would be comparable to the rank of # sold. It is hard to miss the number of fanfics for Harry Potter on the fanfic.net site. 506,835! I couldn't read any though--I like my J.K. Rowling just how it is.
I chose to read some about my book talk book. Savvy by Ingrid Law.
http://www.fanfiction.net/s/6644138/1/Subtle_Savvy
This fanfic took the characters out of Law's book and made up a scene. I think it really carried with it the feeling of Law's book. It was short but wonderfully written and all the characters rang true.
The second took Law's savvy idea but built it around two new characters that weren't in the book. I didn't enjoy this one as much. It seemed to be missing the spirit and understanding of the first fanfic and Law's books.
http://www.fanfiction.net/s/6523940/1/My_Sticky_Little_Savvy
I still can't get over the number of entries. This goes way beyond, "it was a really good book, I really liked it". I'm impressed, these people are spending some serious time and energy to write about stories that inspire them.
Naked Reading by Teri S. Lesesne
Author: X. Hammond
"Sound track" as you read
I was very interested in the idea of the open ended response questions that Lesesne talked about on page 59. The idea that the students have a print out to help them jump start a reading response to the book they are reading. I really liked the question: Did this book have a "sound track" as you read it?
I had never associated a song with a book until I read Esperanza Rising. Throughout the whole book I could hear a song by Tish Hinojosa. She sings in both Spanish and English.
Has anyone else had the experience of a "sound track" while reading?
I was very interested in the idea of the open ended response questions that Lesesne talked about on page 59. The idea that the students have a print out to help them jump start a reading response to the book they are reading. I really liked the question: Did this book have a "sound track" as you read it?
I had never associated a song with a book until I read Esperanza Rising. Throughout the whole book I could hear a song by Tish Hinojosa. She sings in both Spanish and English.
Has anyone else had the experience of a "sound track" while reading?
I really like this original way of looking at a book. Has anyone run across any other open ended questions like this that made you think a different way?
Author: Dr Jill Adams
Book or course soundtrack
Here is a past example:
Epic Tradition Soundtrack
The mechanical must-haves:
This is YOUR soundtrack to our course texts. You must pick at least 10 songs that tie in with your chosen text, but you may pick more if you wish. Along with the list of songs and artists is a justification paper that details why the songs were selected. As you brainstorm for this part of the project, it helps to list the songs you want to include in your paper and a few reasons as to why you want to use each particular song.
YOU MUST REPRESENT ALL TEXTS, although I would prefer that you focus more on the texts we spent more time on. Once you are finished with this brainstorming you may start writing your rough draft. Here are a few things to keep in mind as you go along:
ü Use at least TEN songs in this assignment—although you may use more.
ü Think of an overall CD title
Relevance to themes/issues/characters. The songs you choose must fit various parts of our readings. For instance, I don’t want most or all of the songs to come from any specific book or even section of the book. There is flexibility here, but it is imperative that you must pick songs that cover the entire course (even though you may emphasize certain parts over others).
ü Justify each song. For every song that you choose you must use supporting detail and evidence from the book. Explain the section for which you chose the song. Use quotations as specific evidence to justify your explanation as well as your song. The justification for your soundtrack should be approximately 2-3 pages. Just make sure that your explanation is THOROUGH.
ü Use quotations. Use quotations in your explanation of the song choices.
ü 2 songs per artist. You may only use two songs per artist.
Here is a past example:
Epic Tradition Soundtrack
The mechanical must-haves:
This is YOUR soundtrack to our course texts. You must pick at least 10 songs that tie in with your chosen text, but you may pick more if you wish. Along with the list of songs and artists is a justification paper that details why the songs were selected. As you brainstorm for this part of the project, it helps to list the songs you want to include in your paper and a few reasons as to why you want to use each particular song.
YOU MUST REPRESENT ALL TEXTS, although I would prefer that you focus more on the texts we spent more time on. Once you are finished with this brainstorming you may start writing your rough draft. Here are a few things to keep in mind as you go along:
ü Use at least TEN songs in this assignment—although you may use more.
ü Think of an overall CD title
Relevance to themes/issues/characters. The songs you choose must fit various parts of our readings. For instance, I don’t want most or all of the songs to come from any specific book or even section of the book. There is flexibility here, but it is imperative that you must pick songs that cover the entire course (even though you may emphasize certain parts over others).
ü Justify each song. For every song that you choose you must use supporting detail and evidence from the book. Explain the section for which you chose the song. Use quotations as specific evidence to justify your explanation as well as your song. The justification for your soundtrack should be approximately 2-3 pages. Just make sure that your explanation is THOROUGH.
ü Use quotations. Use quotations in your explanation of the song choices.
ü 2 songs per artist. You may only use two songs per artist.
Author: X. Hammond
Cool!
I love this! This is completely new to me. How did it go over in class? Were the kids excited?
Did the kids get to share in class one chosen song and why the picked it? I can't even image the eclectic mix that was turned in. Did you get many songs with no lyrics, explaining the idea or the feeling. How was the grading, did you look up to see if it really fit or did you go with their reasons as long as they were clearly voiced?
Sorry, lots of questions---
Right now in my head I'm trying to match music to the books I have recently read.
I love this! This is completely new to me. How did it go over in class? Were the kids excited?
Did the kids get to share in class one chosen song and why the picked it? I can't even image the eclectic mix that was turned in. Did you get many songs with no lyrics, explaining the idea or the feeling. How was the grading, did you look up to see if it really fit or did you go with their reasons as long as they were clearly voiced?
Sorry, lots of questions---
Right now in my head I'm trying to match music to the books I have recently read.
Author: Dr Jill Adams
They loved it...
We would listen to each of the albums in class during writing time during the rest of the semester...I also like that the assignment includes research components (infusing quotations,citing sources)
As I recall, most of the songs has lyrics (but not all). I could easily look up the song if I had questions. Students also had a sense of what was appropriate to hand it. I'll try and find one for The Odyssey if I can...I still listen to it at times
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