Book Review: Moccasin Trail

Last semester I took a children's literature class, and really enjoyed it.  One of the resources our professor gave us was a book review sheet to use for every book we read.  As I come across a book that I enjoy, I'll post my review of it, and hopefully it will be helpful for other teachers.

Author: Eloise Jarvis McGraw                                    

Publisher:  Penguin Books (Puffin Books)

Copyright date: 186      

number of pages: 247           

Literary Genre historical fiction

Age/age of reader 3/4^th   

Newbery Honor award

Summary:

 Caucasian young man was taken in by the Crow tribe after being mauled by a bear.  Years later, he got a desperate letter from his blood brother, and went to help his family.  In the process, he had to learn to orient himself to the white culture.

My opinion of the book: I like.  Has use of magic, references to medicine dreams and other Indian beliefs.  Fairly portrays both cultural sides.

Element(s) of literature Characterization, plot, climax, climactic build

Theme/Life Lesson Learned in this book: One doesn't have to be separated to be independent.  Family matters, race doesn't.  Can't run from problems.

Thematic Unit Topics­­­  Indians, Oregon Trail, settling in Oregon, bears, hunting, trapping

Possible objections to this book: Some might feel that there is racism or sexism in the book, however, that is one of the primary focuses/lessons learned from the story.

Book review: Hero over here

Last semester I took a children's literature class, and really enjoyed it.  One of the resources our professor gave us was a book review sheet to use for every book we read.  As I come across a book that I enjoy, I'll post my review of it, and hopefully it will be helpful for other teachers.

    

 Author: Kathleen V. Kudlinski

Illustrator Bert Dodson

Publisher: Viking Penguin/Penguin Books

Copyright date 1990 

number of pages  54

Literary Genre Historical Fiction

Age/age of reader 3-4th grade     

Summary of the book

Ted's brother goes away to war, and he's left home with mom and sister.  Both come down with influenza, and he has to take care of them.  War ends, dad and brother come home.

Your opinion of the book:

I ran across this one as a kid in our family library, and found it very informative and interesting.  It's a good story about a time in history that we don't hear much about.

Element(s) of literature: plot, characterization, setting, chapter novel

Theme/Life Lesson Learned in this book: Sometimes heroes do small things.

Thematic Unit Topics: Spanish flu, WWI, Girl scouts 

Possible activity for this book:   children must need to read the book in order to do the activity 

Write a letter from Ted to his brother describing what is happening at home.

Book Review: Anne of Green Gables

Last semester I took a children's literature class, and really enjoyed it.  One of the resources our professor gave us was a book review sheet to use for every book we read.  As I come across a book that I enjoy, I'll post my review of it, and hopefully it will be helpful for other teachers.

Author: L.M. Montgomery

Illustrator: Joseph Miralles                                    

Publisher:  Baronet Books by Playmore Inc

Copyright date: 1995      

number of pages: 237           

Literary Genre fiction

Age/age of reader 4^th   

Summary:

 An orphan girl moves in with an older man and woman who have very stringent rules.  She tries hard to obey, and goes to school and church.  This story follows her through childhood and adolescence without going into boorish details.

My opinion of the book: Fun book. Definitely tries to be realistic fiction, and succeeds in some ways.

Element(s) of literature Characterization, plot,

Theme/Life Lesson Learned in this book: Learn to control your temper and impulses. Don’t judge people by their looks. Be grateful for what you have and learn to forgive. Use your imagination.

Thematic Unit Topics­­­  Girls, growing up, orphans, imagination, school, church, red hair

Possible objections to this book: Strict parenting and church seemed to have worked on Anne.

Fellow Christian book bloggers!

http://www.redeemedreader.com/category/book-reviews/

sry gotta bail mayb nxt tme-the bad side of technology

The New York Times published an article Friday about some of the negative uses of technology (specifically texting) in terms of etiquette.  People now feel free to cancel at the very last minute, or show up half an hour late.  This is definitely an interesting read, and something that educators who use technology need to think through.  You can read the article here.

Intelligent design and cells

Considering intelligent design is a big hot button in education, this post and video link from Justin Taylor is especially important for educators:

In November 2011 Dr. Stephen Meyer gave the inaugural lecture for The Centre for Intelligent Design (c4id) before a distinguished group of British political, cultural, and intellectual leaders in London. The theme was on his book, Signature in the Cell: DNA and the Evidence for Intelligent Design (HarperOne, 2009). He explains the problem of the origin of life and shows how the existence of biological information gives scientific evidence for intelligent design (ID).
The last 10 minutes or so contains some Q & A.

Tricks for writers (and teachers)

This is not just for writers, but for teachers who are teaching writing:

The list from Roy Peter Clark’s book, Writing Tools: 50 Essential Strategies for Every Writer:
I. Nuts and Bolts

1. Begin sentences with subjects and verbs.
Make meaning early, then let weaker elements branch to the right.
2. Order words for emphasis.
Place strong words at the beginning and at the end.
3. Activate your verbs.

Strong verbs create action, save words, and reveal the players.
4. Be passive-aggressive.
Use passive verbs to showcase the “victim” of action.
5. Watch those adverbs. 
Use them to change the meaning of the verb.

6. Take it easy on the -ings.
Prefer the simple present or past.
7. Fear not the long sentence.
Take the reader on a journey of language and meaning.
8. Establish a pattern, then give it a twist.
Build parallel constructions, but cut across the grain.
9. Let punctuation control pace and space.
Learn the rules, but realize you have more options than you think.
10. Cut big, then small.
Prune the big limbs, then shake out the dead leaves.

II. Special Effects

11. Prefer the simple over the technical.
Use shorter words, sentences, and paragraphs at points of complexity.
12. Give key words their space.
Do not repeat a distinctive word unless you intend a specific effect.
13. Play with words, even in serious stories.
Choose words the average writer avoids but the average reader understands.
14. Get the name of the dog.

Dig for the concrete and specific, details that appeal to the senses.
15. Pay attention to names.
Interesting names attract the writer—and the reader.
16. Seek original images.
Reject cliches and first-level creativity.
17. Riff on the creative language of others.
Make word lists, free-associate, be surprised by language.
18. Set the pace with sentence length.
Vary sentences to influence the reader’s speed.
19. Vary the lengths of paragraphs.
Go short or long — or make a “turn”- to match your intent.
20. Choose the number of elements with a purpose in mind.
One, two, three, or four: Each sends a secret message to the reader.
21. Know when to back off and when to show off.
When the topic is most serious, understate; when least serious, exaggerate.
22. Climb up and down the ladder of abstraction.
Learn when to show, when to tell, and when to do both.
23. Tune your voice.
Read drafts aloud.

III. Blueprints

24. Work from a plan.
Index the big parts of your work.
25. Learn the difference between reports and stories.
Use one to render information, the other to render experience.
26. Use dialogue as a form of action.
Dialogue advances narrative; quotes delay it.
27. Reveal traits of character.
Show characteristics through scenes, details, and dialogue.

28. Put odd and interesting things next to each other.
Help the reader learn from contrast.
29. Foreshadow dramatic events or powerful conclusions.
Plant important clues early.
30. To generate suspense, use internal cliffhangers.
To propel readers, make them wait.
31. Build your work around a key question.
Good stories need an engine, a question the action answers for the reader.
32. Place gold coins along the path.
Reward the reader with high points, especially in the middle.
33. Repeat, repeat, repeat.
Purposeful repetition links the parts.
34. Write from different cinematic angles.
Turn your notebook into a “camera.”
35. Report and write for scenes.
Then align them in a meaningful sequence.
36. Mix narrative modes.
Combine story forms using the “broken line.”
37. In short pieces of writing, don’t waste a syllable.
Shape shorter works with wit and polish.
38. Prefer archetypes to stereotypes.
Use subtle symbols, not crashing cymbals.
39. Write toward an ending.
Help readers close the circle of meaning.

IV. Useful Habits

40. Draft a mission statement for your work.
To sharpen your learning, write about your writing.
41. Turn procrastination into rehearsal.
Plan and write it first in your head.
42. Do your homework well in advance.
Prepare for the expected — and unexpected.
43. Read for both form and content.
Examine the machinery beneath the text.
44. Save string.
For big projects, save scraps others would toss.
45. Break long projects into parts.
Then assemble the pieces into something whole.
46. Take interest in all crafts that support your work.
To do your best, help others do their best.
47. Recruit your own support group.
Create a corps of helpers for feedback.
48. Limit self-criticism in early drafts.
Turn it loose during revision.
49. Learn from your critics.
Tolerate even unreasonable criticism.
50. Own the tools of your craft.
Build a writing workbench to store your tools.

 From http://thegospelcoalition.org/blogs/justintaylor/