Tuesday, October 14, 2014
Saturday, October 4, 2014
Common Sense Media - Post 9
Common Sense Media is this really cool app that screens, reviews, and reports on books, games, television shows, movies, and much more! I think it is a very efficient and important app for both parents and children to help us make sure we know and approve what our children watch, read, and play. It also helps children see what each topic is about and read the reviews to determine if they may or may not be interested. Here is the link:
https://www.commonsensemedia.org
https://www.commonsensemedia.org
Post 8 - Cyber-bulling
This is just another example of how both adults and children hide behind the internet and apps to bully other people or portray themselves under a new identity. This student used another anonymous app used for posting photos and voting for them determining popularity. However, this one child, a 14-year-old from Norwalk, CT bullied his teacher by posting creep shots of her at the high school and posted them with captions implying that she was sleeping around. The teen has been charged with harassment and has been referred to the Juvenile Review Board.
See the official article here:
http://jezebel.com/teen-arrested-for-cyberbullying-teacher-1642110303
Thursday, September 25, 2014
Post 7: Concept Map- Number the Stars
Common Core History Standards:
(5th Grade) English/Reading:
Key Ideas and Details:
CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Craft and Structure:
CCSS.ELA-Literacy.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-Literacy.RL.5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-Literacy.RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.
Describe how a narrator's or speaker's point of view influences how events are described.
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RL.5.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
CCSS.ELA-Literacy.RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity:
CCSS.ELA-Literacy.RL.5.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
(6th - 8th Grade) History:
Key Ideas and Details:
CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure:
CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.
Analyze the relationship between a primary and secondary source on the same topic.
Number the Stars Outline
I. Characters
major characters
A. Annemarie
Johansen
Ten year old girl who lost her older sister not too
long ago; worries about her parents frequently, but she is very brave just like
her father. Dreamer/free spirit, tells
stories to her younger sister Kirsti; she gives unusual view on war.
1. Johansen's daughter
B. Mrs.
Johansen
Annemarie's mother; gentle and strong woman; very
brave and will defend her family no matter what (risks her own life). Boat that
helps Jews escape is named after her.
C. Peter
Nielsen
Young member of the resistance; visits Johansen's at
night (most defiant character). German's
killed love of his life, so he has no family.
very intense and serious
1. family
friend; Resistance member
D. Henrik
Uncle Henrik is kind and joyful; bachelor; seems
unaffected by the war, and does not care that his home is neat or clean. Plays a key role in the Rosen's escape as
well as other Jews and can talk to Annemarie in a way no one else can
1. helps
Jews escape
E. Ellen
Rosen
Quiet girl, 10 years old but very quiet and
composed. smart, wishes to become an
actress; Pretends to be Annemarie's
sister so the Germans do not take her away (very afraid)
II. Plot
What happened???
A. World War II
1. Holocaust
2. Genocide
3. Hitler
B. Copenhagen,
Denmark, September1943-May 1945
3rd year of German Occupation
C. Jews
escape
1. Mrs.
Johansen takes the girls to Henrik
Henrik is a fisherman in Gilleleje, Denmark; Peter
arrives with the Rosens
a. Henrik
begins taking people to the boat headed to Sweden
after Annemarie's aunt's fake funeral that keeps the
German's at bay, everyone is snuck onto a boat for safety (Sweden)
b. Annemarie
is searched but let go
her package she was taking to her uncle only
contained a hankerchief, that she later learns was to disguise the scent of the
Jews sneaking out on the boat
2. Neighborhoods,
stores, etc. begin to close where Jews live
a. German's
search the Johansen house
III. Conclusion
of Story
The End!
A. War ends in May
1. Annemarie
puts on Lise's Star of David
she wears the Star of David that belonged to her
sister that she was keeping for Ellen and says that she will keep it on until
Ellen returns
B. Annemarie
and her family all survive
C. Peter
Nielson dies
shot in the public square for his connection to the
Resistance; Annemarie learns that Lise was a member of the Resistance, too (her
sister)
IV. Young
Adult Novel
This book was written for young, transitioning
adults.
A. published
in 1989
B. historical
fiction/war novel/ coming-of-age novel
V. Themes
lessons or things taught in the novel by certain
situations or actions
A. Difficulty
of Growing Up
1. some
say Lowry use the difficulties in novel stand out because of World War II
context
2. struggle
for identity
line is blurred between adult and child
responsibilies; when she points out that Peter has taken his place among the
adults, it shows that she feels like she is a member no where yet
3. loss
of innocence
in this novel Annemarie's responsibilities grow; ignorance
can also serve as self protection
B. Voyage
and Transformation
1. Physical
Voyages
a. trip
to Gilleleje
b. walk
from house to boat
c. final
crossing to Sweden
2. Mental
Voyages
a. Annemarie
develops new ideas and self views
b. walk
through woods with handkerchief package symbolizes transformation
c. everyone
takes steps toward maturity
C. Fairy
Tales
1. reality
of war seems unreal/fiction (fairy tale reality)
a. helps
people cope with things that are hard to explain or are scary
When Annemarie is delivering package, she compares
the trip to "Little Red Riding Hood"; her little sister loves fairy
tales, but eventually also grows out of them at the end of the war
VI. Symbols
images or objects that represent something in the
novel
A. seashells
1. represents
adventure, protection, concealment,hidden appearances, and surprises
the seashell represents adventure because it comes
out of the ocean,protection of sea creatures as the characters must find ways
to protect themselves, hidden appearances that come out in the novel,
concealment, and surprises similar to those in the book
B. Star
of David
1. central
symbol to Jewish tradition
Annemarie kept Ellen's star at the end of the book
to symbolize devotion to her friend until she returned and against the Germans;
stars appear in the psalm Peter reads before the Sweden voyage (Annemarie's
tainted view of the world)
C. The
Woods
1. symbolize a right of
passage for Annemarie
a. as
Annemarie passes through the woods she transforms into an adult and from danger
to safety
Wednesday, September 24, 2014
Podcast VS Print Articles
I recently downloaded the Podcast App on my iPhone 5c, and attempted to listen to articles and lessons on my phone through my car's stereo speakers. With my intense schedule and lack of interest in reading at the end of a long day, I am experimenting to see how efficient using a different sense to retain information. I have come to learn that I truly enjoyed listening to my podcast articles rather than reading them, and I also saved a great amount of time listening to them on my way home from the University of Southern Mississippi. This is my podcast link that I downloaded last week:
https://itunes.apple.com/us/app/podcasts/id525463029?mt=8
There are many genres about Education, Political Podcasts, Fashion, and much more!
I can honestly say I prefer podcast to print articles anyday!
https://itunes.apple.com/us/app/podcasts/id525463029?mt=8
There are many genres about Education, Political Podcasts, Fashion, and much more!
I can honestly say I prefer podcast to print articles anyday!
Tuesday, September 23, 2014
Poetry
Some of my favorite poems...
"I'd like to get away from earth awhile
And then come back to it and begin over.
I'd like to go by climbing a birch tree
And climb black branches up a snow-white trunk
Toward heaven, till the tree could bear no more,
But dipped its top and set me down again.
That would be good both going and coming back.
One could do worse than be a swinger of birches."
-Robert Frost
We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for.
-Professor Keating (Robin Williams) in 'Dead Poet's Society'
"I'd like to get away from earth awhile
And then come back to it and begin over.
I'd like to go by climbing a birch tree
And climb black branches up a snow-white trunk
Toward heaven, till the tree could bear no more,
But dipped its top and set me down again.
That would be good both going and coming back.
One could do worse than be a swinger of birches."
-Robert Frost
We don't read and write poetry because it's cute. We read and write poetry because we are members of the human race. And the human race is filled with passion. And medicine, law, business, engineering, these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love, these are what we stay alive for.
-Professor Keating (Robin Williams) in 'Dead Poet's Society'
Technology VS Privacy
With Tech Taking Over in Schools, Worries Rise
http://www.nytimes.com/2014/09/15/technology/with-tech-taking-over-in-schools-worries-rise.html?_r=1
I do not understand why there is any question as to if we should make the privacy around our children's information both in and out of schools more private. If schools are incorporating educational technology and advancing to such a high level, I completely agree that the walls around them should be built higher as well. Hackers can hurt anyone, but our children are three times more vulnerable to have their information either stolen or exploited, possibly ruining their careers or life. Young children do not know any better, and will get on the internet, even at school with no concern to if he/she logs out or if any of his information is saved. As parents and educators, I feel like it is our duty to protect our children, their identity, and their privacy.
_________________________________________________________________________________
How Shutterfly and Other Social Sites Leave Your Kids Vulnerable to Hackers
http://www.motherjones.com/politics/2013/05/shutterfly-teamsnap-eteamz-ssl-hackers-kids-data
It really concerns me that people are not more careful with their children's information. Pictures, locations, and names are vital pieces of information that kidnappers, rapists, etc. need to target and lure out your children so that you may never see them again. I would not constantly post my son's image all over a social media webisite along with his location, ESPECIALLY one whose privacy guards are being questioned. There is little to no concern! What is wrong with people???
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