Hello everyone,
It's been a great semester where we've been able to learn a lot of great ideas and tactics for teaching. But unfortunately, like all good things, this semester must also draw to an end. So, this shall be my final Multi-Modal blog hitting the blogosphere. I will conclude our cyber communications with a final reflection of our Multi-Modal class.
The first aspect that I would like to discuss is the different multi-modal forms that I liked and why I will consider using them in my future classroom. the first thing we learned in class that I really liked was the blogging. I like this activity and will consider having students in my classroom maintain prompted blog entries because I like how it is one more way of getting students to expound upon ideas that are being discussed in class. I also that it is good for getting students to interact with and react to eachothers ideas. I also liked the Wiki assignment that we did this year. I don't believe that I will have students in my future classroom create Wiki's, but I will definitely come back to the one that we created this year for lesson ideas and supplemental materials if I end up teaching any of those books in my classroom. I am also a big fan of the video assignment we are currently working on. It can be kind of difficult to get everyone's schedules alligned, but the project is a lot of fun to work on.
I feel that this course has helped to teach me a couple of new ways to interact with people. I've realized that technology can be a great way to communicate what you are trying to teach to students in different audio and visaul ways. For students who may be visual or audible learners, technology can be a great resource for helping them learn the materials. Also, just through sharing ideas and opinions in our class discussions I have gained more confidence in my ability to speak in front of a group.
After reviewing my blogs throughout the year I can see that I was very intimidated by the idea of using technology as a teacher at the beginning of the year. Thankfully, though, as the semester progressed I noticed that my blogs started to seem more like critical reflections on the technologies that I did and did not like, instead of rants about how I don't like technology. So, I would say that this semester has done a great deal to improve my confidence and comfort in the idea of incorporating technology into my future classroom.
Well, it's never easy saying goodbye. So, I'll leave you all with this: You don't have to go homepage, but you can't stay here!
To all of you, I wish you safe and happy summers! And, as always... Keep it classy Kent State.
-Sam P.
Wednesday, April 28, 2010
Wednesday, April 21, 2010
Multi-Modal - Compare/Contrast Naruto Vol. 1 & American Born Chinese
Hello Everyone,
In today's blog I am going to do a little compare/contrast of two popular Manga books: Naruto Vol. 1 The Tests of the Ninja by Masashi Kishimoto and American Born Chinese by Gene Lucn Yang. Both books are of the Manga, Graphic Novel genre and are directed towards young readers.
Text and Dialogue:
I found the narration in American Born Chinese to be very easy to follow and very well written. This is in contrast to Naruto, which I found to be harder to follow and poorly translated. Whereas American Born Chinese was written in very good English, Naruto seemed to be a more crude translation to English, and often the wording didn't make sense.
The Balloons in American Born Chinese were very easy to follow and it was very easy to distinguish who was speaking because the balloons had leads that pointed directly to the speakers. Yet, in Naruto I found the balloons to be very hard to follow because the balloons were often times not even close to the speaker and the little arrow leading off of the balloon did not point to the speaker very distinctly.
I took notice in American Born Chinese that Emanata was not used to show internal thoughts of characters, but was used in a kind of "classic Batman" kind of style in which actions such as busting loose from a pile of stones would read: crumble, or wack or whomp. In Naruto I noticed that emanata was most used for the main character, Naruto, to emphysize his internal thoughts and emotions. This includes !!!'s and !?? kind of actions above the characters heads.
One similarity between the two books was the fact that there lettering was done in a San Serif font, making the text in both books easy to see and read.
Visual Features:
I found the characters in American Born Chinese to be not quite as "cartoonish" as the characters in Naruto; with the exception of Cousin Chin-Kee of course. The characters in Naruto for the most part, all had the typical anime haricuts that are spiked and unusual, whereas the characters in American Born Chinese looked more like normal people. I also felt that the objects and scenery in American Born Chinese were less cartoonish than those of Naruto. Also, having color pictures in American Born Chinese did a great deal to improve the visual appeal of the book. Perhaps if Naruto were illustrated in color it would have been much more enjoyable to look at.
When taking a look at the depicted action in Naruto I noticed that it was often very difficult to follow what was going on in the pictures. It seems to me that this is because the pictures are in black and white and the typically, the pictures depicting action were very hecktic and hard to decode.
General Layout and Design:
I noticed in both novels that the borders around the panels were a simple, black border. Also, the gutters in Naruto were significantly larger/wider than those of American Born Chinese. For the most part, both books had very standard, rectangular panels. Yet, there were a few scenes in American Born Chinese that made interesting use of space by using different shaped panels that fit together to form one, larger picture. Yet, i noticed the use of internal splash pages in Naruto, as well as the use of Open Panels.
Angles and Frames:
In American Born Chinese I noticed a good mix of different frame shots. There were many different shots represented including: close-ups, head shots, full-figure shots, longshot, etc. Yet, there was a lot of close-up and head shots used in the book. In contrast, there were more longshot and extreme longshots used in Naruto. There were very few close-ups used in Naruto, but there were many uses of Head-shoulder shots.
Rhetorical Techniques applied in text, visuals, and designs:
In American Born Chinese there was a lot emphasis put on identification and empathizing with individuals have a defining characteristic that makes them different from those around them. I believe that the main lesson to be learned from American Born Chinese is to learn to be OK with who you are, not trying to become something that you are not. This story also uses a somewhat complex combination of seeming unrelated story lines that don't come together until the very end. This aspect of the novel made it very interesting to follow the stories, wondering when and how the stories would come together.
American Born Chinese is a graphic novel that has aspects that make it very realistic and others that make it somewhat satirical. The issue being addressed, being comfortable with who you are, is a very real issue people face and something that readers can relate to. Also, although the illustrations are done with cartoon style characters, they are relatively realistic in their appearances. Yet, the character of Chin-Kee, Danny's cousin, is portrayed as a very satirical rendition of an Asian person. Also, the Point of View of American Born Chinese is mostly that of an outsider, someone who doesn't feel as though they belong.
There were several rhetorical techniques employed in Naruto Volume 1 as well. For example, once again some readers will be able to empathize with the Naruto's character, who is an outcast and outsider. Naruto finds himself in an oppositional relationship with most of the other characters in the novel. Because he is shunned by the entire community for having a nine tailed, demon fox contained within him, Naruto sees no other option than to attain power and skill greater than all others in the clan to prove his worth within the group.
The structure of Naruto follows a fairly simplictic order, although there are some instances when there are references to aspects of the Shinobi ninja arts that are not explained until later in the novel. This aspect of the novel adds a little bit of complexity and disorder to the story line of the novel.
Overall, American Born Chinese and Naruto Volume 1 are two very different, but very enjoyable reads. I think that students would probably enjoy reading both of these books. As a teacher, I would probably not put a lot of emphasis on teaching proper writing structure, syntax, grammar, etc. into this book. Rather, I would probably focus more on themes and symbolisms in the book that could be used for literary analysis. Final thoughts: These are two very books that make for an enjoyable and fast read. Being so easy to read, these books could be good for struggling readers to help them become more enthusiastic about reading.
Stay Classy Kent State!
-Sam P.
In today's blog I am going to do a little compare/contrast of two popular Manga books: Naruto Vol. 1 The Tests of the Ninja by Masashi Kishimoto and American Born Chinese by Gene Lucn Yang. Both books are of the Manga, Graphic Novel genre and are directed towards young readers.
Text and Dialogue:
I found the narration in American Born Chinese to be very easy to follow and very well written. This is in contrast to Naruto, which I found to be harder to follow and poorly translated. Whereas American Born Chinese was written in very good English, Naruto seemed to be a more crude translation to English, and often the wording didn't make sense.
The Balloons in American Born Chinese were very easy to follow and it was very easy to distinguish who was speaking because the balloons had leads that pointed directly to the speakers. Yet, in Naruto I found the balloons to be very hard to follow because the balloons were often times not even close to the speaker and the little arrow leading off of the balloon did not point to the speaker very distinctly.
I took notice in American Born Chinese that Emanata was not used to show internal thoughts of characters, but was used in a kind of "classic Batman" kind of style in which actions such as busting loose from a pile of stones would read: crumble, or wack or whomp. In Naruto I noticed that emanata was most used for the main character, Naruto, to emphysize his internal thoughts and emotions. This includes !!!'s and !?? kind of actions above the characters heads.
One similarity between the two books was the fact that there lettering was done in a San Serif font, making the text in both books easy to see and read.
Visual Features:
I found the characters in American Born Chinese to be not quite as "cartoonish" as the characters in Naruto; with the exception of Cousin Chin-Kee of course. The characters in Naruto for the most part, all had the typical anime haricuts that are spiked and unusual, whereas the characters in American Born Chinese looked more like normal people. I also felt that the objects and scenery in American Born Chinese were less cartoonish than those of Naruto. Also, having color pictures in American Born Chinese did a great deal to improve the visual appeal of the book. Perhaps if Naruto were illustrated in color it would have been much more enjoyable to look at.
When taking a look at the depicted action in Naruto I noticed that it was often very difficult to follow what was going on in the pictures. It seems to me that this is because the pictures are in black and white and the typically, the pictures depicting action were very hecktic and hard to decode.
General Layout and Design:
I noticed in both novels that the borders around the panels were a simple, black border. Also, the gutters in Naruto were significantly larger/wider than those of American Born Chinese. For the most part, both books had very standard, rectangular panels. Yet, there were a few scenes in American Born Chinese that made interesting use of space by using different shaped panels that fit together to form one, larger picture. Yet, i noticed the use of internal splash pages in Naruto, as well as the use of Open Panels.
Angles and Frames:
In American Born Chinese I noticed a good mix of different frame shots. There were many different shots represented including: close-ups, head shots, full-figure shots, longshot, etc. Yet, there was a lot of close-up and head shots used in the book. In contrast, there were more longshot and extreme longshots used in Naruto. There were very few close-ups used in Naruto, but there were many uses of Head-shoulder shots.
Rhetorical Techniques applied in text, visuals, and designs:
In American Born Chinese there was a lot emphasis put on identification and empathizing with individuals have a defining characteristic that makes them different from those around them. I believe that the main lesson to be learned from American Born Chinese is to learn to be OK with who you are, not trying to become something that you are not. This story also uses a somewhat complex combination of seeming unrelated story lines that don't come together until the very end. This aspect of the novel made it very interesting to follow the stories, wondering when and how the stories would come together.
American Born Chinese is a graphic novel that has aspects that make it very realistic and others that make it somewhat satirical. The issue being addressed, being comfortable with who you are, is a very real issue people face and something that readers can relate to. Also, although the illustrations are done with cartoon style characters, they are relatively realistic in their appearances. Yet, the character of Chin-Kee, Danny's cousin, is portrayed as a very satirical rendition of an Asian person. Also, the Point of View of American Born Chinese is mostly that of an outsider, someone who doesn't feel as though they belong.
There were several rhetorical techniques employed in Naruto Volume 1 as well. For example, once again some readers will be able to empathize with the Naruto's character, who is an outcast and outsider. Naruto finds himself in an oppositional relationship with most of the other characters in the novel. Because he is shunned by the entire community for having a nine tailed, demon fox contained within him, Naruto sees no other option than to attain power and skill greater than all others in the clan to prove his worth within the group.
The structure of Naruto follows a fairly simplictic order, although there are some instances when there are references to aspects of the Shinobi ninja arts that are not explained until later in the novel. This aspect of the novel adds a little bit of complexity and disorder to the story line of the novel.
Overall, American Born Chinese and Naruto Volume 1 are two very different, but very enjoyable reads. I think that students would probably enjoy reading both of these books. As a teacher, I would probably not put a lot of emphasis on teaching proper writing structure, syntax, grammar, etc. into this book. Rather, I would probably focus more on themes and symbolisms in the book that could be used for literary analysis. Final thoughts: These are two very books that make for an enjoyable and fast read. Being so easy to read, these books could be good for struggling readers to help them become more enthusiastic about reading.
Stay Classy Kent State!
-Sam P.
Tuesday, April 20, 2010
Multi-Modal - Guest Speaker Michelle Cahoon
Hello Everybody,
This Monday we had a guest speaker in our Multi-Modal class. Michelle Cahoon, Rotary Camp counselor and mother of a child with autism, came in to class to teach us a little more about Autism. She provides us with a lot of valuable information about the condition that may be helpful for us when we become teachers. I believe that probably the most important point that she discussed with us was the way that children with Autism should be accomodated in the school system. She also gave us a lot of tips for handling the issues that can come up when working with a child who has Autism. Tips included: listening to the parents of autistic children, talking to previous teachers, teach to the kind of learner they are, etc. Being the mother of a child with autism, it was apparent that Cahoon is very passionate about serving students with special needs. She expressed her opinions that it is very important that teachers do everything possible to accomodate students with autism in their classrooms. Yet, a member of the class raised a very important point. How much should a teacher do to accomodate a child with autism before it becomes unreasonable and unfair to the teacher? I think that this is a very valid question to ask. As teachers it is our responsibility to try to reach and educate every student that comes into our classroom. Yet, at what point does the extra time and effort being dedicated to one student start to rob other students of the attention and energy that they too deserve from their teacher? That is why I believe that in cases where exceptional students with more severe disabilities are in an inclusive classroom there should be an aid there to give the one-on-one attention needed by said student so that the teacher can focus on all students fairly. The teacher should still be making curriculum adjustments to accomodate the student with special needs, but matter of behavior modification and one-on-one attention should be the responsibility of the personal aid. This way, the teacher and the aid work in collaboration to give the student with special needs what they need, while the teacher is able to focus equal attention to all other students in the classroom.
This Monday we had a guest speaker in our Multi-Modal class. Michelle Cahoon, Rotary Camp counselor and mother of a child with autism, came in to class to teach us a little more about Autism. She provides us with a lot of valuable information about the condition that may be helpful for us when we become teachers. I believe that probably the most important point that she discussed with us was the way that children with Autism should be accomodated in the school system. She also gave us a lot of tips for handling the issues that can come up when working with a child who has Autism. Tips included: listening to the parents of autistic children, talking to previous teachers, teach to the kind of learner they are, etc. Being the mother of a child with autism, it was apparent that Cahoon is very passionate about serving students with special needs. She expressed her opinions that it is very important that teachers do everything possible to accomodate students with autism in their classrooms. Yet, a member of the class raised a very important point. How much should a teacher do to accomodate a child with autism before it becomes unreasonable and unfair to the teacher? I think that this is a very valid question to ask. As teachers it is our responsibility to try to reach and educate every student that comes into our classroom. Yet, at what point does the extra time and effort being dedicated to one student start to rob other students of the attention and energy that they too deserve from their teacher? That is why I believe that in cases where exceptional students with more severe disabilities are in an inclusive classroom there should be an aid there to give the one-on-one attention needed by said student so that the teacher can focus on all students fairly. The teacher should still be making curriculum adjustments to accomodate the student with special needs, but matter of behavior modification and one-on-one attention should be the responsibility of the personal aid. This way, the teacher and the aid work in collaboration to give the student with special needs what they need, while the teacher is able to focus equal attention to all other students in the classroom.
Thursday, April 15, 2010
Multi-Modal - Review of Clash of the Titans
Hello Everybody,
So last week I took my girlfriend to see Clash of the Titans. Unfortunately, it was not in 3D, but it still rocked! I am continually impressed with things that they are able to do with special effects these days. It was really cool to see how in the movie the Gods sat upon thrones that hovered above the worlds, yet it is as if the world of man is just a game board on which the Gods just sit and observe. Also, having seen the original 1981 version of Clash of the Titans it was really cool to watch for the differences and similarities in the two versions. I thought that the new movie followed the story line of the 1981 version pretty well. The only major differences that I noticed, besides a more developed explanation of the motivations of the Gods' actions, was the equipment that Perseus has at his disposal in the film. In the new film Perseus' shield was made of Scorpian armor instead of Gold, and he did not take the mechanical owl with him on his journey in the new version of the film.
It was easy to see the things that would have really popped out if the film were shown in 3D, so I've got plans of going back and seeing it again in 3D. I would recommend this movie to anyone who enjoys a good action/adventure film. The special effects were amazing and the story line explaining the motivations of the Gods' for their actions was very in-depth and interesting. If you haven't already, go see this movie!
-Sam P.
So last week I took my girlfriend to see Clash of the Titans. Unfortunately, it was not in 3D, but it still rocked! I am continually impressed with things that they are able to do with special effects these days. It was really cool to see how in the movie the Gods sat upon thrones that hovered above the worlds, yet it is as if the world of man is just a game board on which the Gods just sit and observe. Also, having seen the original 1981 version of Clash of the Titans it was really cool to watch for the differences and similarities in the two versions. I thought that the new movie followed the story line of the 1981 version pretty well. The only major differences that I noticed, besides a more developed explanation of the motivations of the Gods' actions, was the equipment that Perseus has at his disposal in the film. In the new film Perseus' shield was made of Scorpian armor instead of Gold, and he did not take the mechanical owl with him on his journey in the new version of the film.
It was easy to see the things that would have really popped out if the film were shown in 3D, so I've got plans of going back and seeing it again in 3D. I would recommend this movie to anyone who enjoys a good action/adventure film. The special effects were amazing and the story line explaining the motivations of the Gods' for their actions was very in-depth and interesting. If you haven't already, go see this movie!
-Sam P.
Teaching Reading in S.S. - Importance of Literary Analysis
Hello again,
In today's blog I would like to talk about the importance of literary analysis as discussed on pg. 149-150 of Jago's, Classics in the Classroom. According to the American Diploma Project, a group developed to create a set of standards outlining what high school graduates should know and be able to do upon graduation, graduates "should be able to analyze the complexity of moral dilemmas in historically significant works of literature, as revealed by characters' motivation and behavior" (Jago, pg. 149). Also, Jago raises an important point about teaching literary analysis, she reminds the reader that it takes years of practice with literary analysis to master the skill. I believe that this is completely true. Yes, this skill may come easier to some than to others, but in order to sharpen one's ability to analyze text and deduce meaning and significance from it - it takes practice and repetition.
The reason that becoming proficient in analyzing literature is so important, as Jago puts it, is that "As students grapple with the decisions characters make they explore their own values" (Jago, pg. 150). There is an old proverb that states that "A wise man learns from the trials of those close to him. He values their instruction." I believe this to be as true with the characters that we read about in books as I do the people that we encounter in real life. I'm sure you can all relate to what I mean; sometimes you read a book and by the time you reach the last page it's as if you've known that character for years. Reading and analyzing the characters, situations, moral dilemmas, reflective rhetoric, etc. of stories can provide us with knowledge and wisdom that we might not otherwise have the opportunity to gain in life. Furthermore, going back to what Jago said, literature can help us to have a clearer sense of who we ourselves really are. Yet, the personal benefits of literature stay locked away in the pages unless the reader has the keys to unlock the knowledge and wisdom that lie within the print. The key to unlocking the vast wealth of knowledge contained in a person's readings is Literary Analysis. And this is not to say that subject like math and science won't help you to succeed. They most certainly will. But no math equation or chemistry problem in the world is ever going to help you figure out the intricacies of who and what you are.
I found it amazing to read on and to see where some people believe, and will argue "that only students bent on pursuing careers in university English departments... need to develop the ability to analyze literature" (Jago, pg. 150). What kind of blasphemy is this?! All I have to say in rebuttal to these peoples foolish argument is this:
"Virtue is an Angel, but she is a blind one, and [she] must ask Knowledge to show her the pathway that leads to her goal." -Horace Mann
It is my belief that as teachers it is our duty to do more than just teach students how to use semicolons properly, or the definition of a prepositional phrase. It is our duty to equip students with the tools that it takes to make their own respectable ways in life. We should be working towards turning out students into the world who have the wisdom to discern what is right, and the power that Knowledge affords to make good lives for themselves and those around them. This is one of the truest sources of how lives change.
Alright, I'm sure you've all heard enough of me on my soapbox for one day. So, until next time - Keep it classy Kent State.
-Sam P.
In today's blog I would like to talk about the importance of literary analysis as discussed on pg. 149-150 of Jago's, Classics in the Classroom. According to the American Diploma Project, a group developed to create a set of standards outlining what high school graduates should know and be able to do upon graduation, graduates "should be able to analyze the complexity of moral dilemmas in historically significant works of literature, as revealed by characters' motivation and behavior" (Jago, pg. 149). Also, Jago raises an important point about teaching literary analysis, she reminds the reader that it takes years of practice with literary analysis to master the skill. I believe that this is completely true. Yes, this skill may come easier to some than to others, but in order to sharpen one's ability to analyze text and deduce meaning and significance from it - it takes practice and repetition.
The reason that becoming proficient in analyzing literature is so important, as Jago puts it, is that "As students grapple with the decisions characters make they explore their own values" (Jago, pg. 150). There is an old proverb that states that "A wise man learns from the trials of those close to him. He values their instruction." I believe this to be as true with the characters that we read about in books as I do the people that we encounter in real life. I'm sure you can all relate to what I mean; sometimes you read a book and by the time you reach the last page it's as if you've known that character for years. Reading and analyzing the characters, situations, moral dilemmas, reflective rhetoric, etc. of stories can provide us with knowledge and wisdom that we might not otherwise have the opportunity to gain in life. Furthermore, going back to what Jago said, literature can help us to have a clearer sense of who we ourselves really are. Yet, the personal benefits of literature stay locked away in the pages unless the reader has the keys to unlock the knowledge and wisdom that lie within the print. The key to unlocking the vast wealth of knowledge contained in a person's readings is Literary Analysis. And this is not to say that subject like math and science won't help you to succeed. They most certainly will. But no math equation or chemistry problem in the world is ever going to help you figure out the intricacies of who and what you are.
I found it amazing to read on and to see where some people believe, and will argue "that only students bent on pursuing careers in university English departments... need to develop the ability to analyze literature" (Jago, pg. 150). What kind of blasphemy is this?! All I have to say in rebuttal to these peoples foolish argument is this:
"Virtue is an Angel, but she is a blind one, and [she] must ask Knowledge to show her the pathway that leads to her goal." -Horace Mann
It is my belief that as teachers it is our duty to do more than just teach students how to use semicolons properly, or the definition of a prepositional phrase. It is our duty to equip students with the tools that it takes to make their own respectable ways in life. We should be working towards turning out students into the world who have the wisdom to discern what is right, and the power that Knowledge affords to make good lives for themselves and those around them. This is one of the truest sources of how lives change.
Alright, I'm sure you've all heard enough of me on my soapbox for one day. So, until next time - Keep it classy Kent State.
-Sam P.
Monday, April 5, 2010
Teaching Reading in S.S. Blog 3 - Lets take a look at Freytag's Pyramid
Hi Everybody,
So, while reading Jago's text, Classics in the Classroom, I took particular interest in the section that begins on pg. 65 discussing story structures. What caught my interests was the rundown on a literary structure called Freytag's Pyramid. Freytag's Pyramid is used as a graphic organizer commonly used to describe a story's structure. It's probably pretty clear from it's name that this model is of a triangular shape. One begins at the bottom left corner of the triangle (exposition) and works their way up toward the peak (climax). The rise towards the climax of the story is called Rising Action. Then, there is what is known as Falling Action that occurs as the story moves away from the peak down the right side of the pyramid. The final stop on this thrill ride is the Denouncement/Resolution of the story.
Now, this is a good and all, but I know for a fact that not every story follows this perfect equilateral-triangle model. I would imagine that some stories sway the pyramid to the left, and even more to the right as one approaches the end of a story. Also, a question that I pose is: How does one account for climactic events that take place in a story, such as an action packed flashback? These are things to consider if you choose to do this activity with your students. I would even go as far as to say that I've read some books that would look more like a flat line across the page because not one interesting or climactic thing happens in the whole dang book! So, this is my conclusion: No two story structures are exactly alike and you can't expect every story to form a perfectly symmetrical Freytag pyramid.
-Sam P.
So, while reading Jago's text, Classics in the Classroom, I took particular interest in the section that begins on pg. 65 discussing story structures. What caught my interests was the rundown on a literary structure called Freytag's Pyramid. Freytag's Pyramid is used as a graphic organizer commonly used to describe a story's structure. It's probably pretty clear from it's name that this model is of a triangular shape. One begins at the bottom left corner of the triangle (exposition) and works their way up toward the peak (climax). The rise towards the climax of the story is called Rising Action. Then, there is what is known as Falling Action that occurs as the story moves away from the peak down the right side of the pyramid. The final stop on this thrill ride is the Denouncement/Resolution of the story.
Now, this is a good and all, but I know for a fact that not every story follows this perfect equilateral-triangle model. I would imagine that some stories sway the pyramid to the left, and even more to the right as one approaches the end of a story. Also, a question that I pose is: How does one account for climactic events that take place in a story, such as an action packed flashback? These are things to consider if you choose to do this activity with your students. I would even go as far as to say that I've read some books that would look more like a flat line across the page because not one interesting or climactic thing happens in the whole dang book! So, this is my conclusion: No two story structures are exactly alike and you can't expect every story to form a perfectly symmetrical Freytag pyramid.
-Sam P.
Teaching Reading in S.S. Blog 2 - Yeah, I like Poetry. So What?!
Hello again everyone,
I've decided to fess up and admit to the world that I am indeed a fan of poetry. There, I said it! Man do I feel better. So, I would like to talk a little bit about Chpt. 5 of Jago's, Classics in the Classroom. I was taking a look at the poem on pg. 79, The World is Too Much With Us by William Wordsworth. I don't have a lot to say about the poem itself. I agree with Jago's points that poetry can help to reintroduce students to many Literary terminologies as well as get them thinking about the text and the memories and emotions that they raise, then applying those perspectives to their own lives.
What I want to offer to all of you is the poem that immediately popped into my head while I sat, reading Wordsworth's words (that's a tongue-twister) of reflection on a world that is far to powerful and timeless for us to master. So, for your reading pleasure:
On the Vanity of Earthly Greatness
by Arthur Guiterman
The tusks that clashed in mighty brawls
Of mastodons are billiard balls.
The sword of Charlemagne the Just
Is ferric oxide, known as rust.
The grizzly bear whose potent hug
Was feared by all is now a rug.
Great Caesar's bust is on a shelf,
And I don't feel so well myself!
So there you have it folks. I've shared with you one of my favorites; a simple,yet insightful poem that I hope makes you laugh a little - even if only to yourself. I also hope that you will take the time to think about what this poem and the Wordsworth's poem on pg. 79 are saying about the passing of time and the relative insignificance of humans in the grand scheme of the universe.
So, until we meet again... keep it classy San Diego.
-Sam P.
I've decided to fess up and admit to the world that I am indeed a fan of poetry. There, I said it! Man do I feel better. So, I would like to talk a little bit about Chpt. 5 of Jago's, Classics in the Classroom. I was taking a look at the poem on pg. 79, The World is Too Much With Us by William Wordsworth. I don't have a lot to say about the poem itself. I agree with Jago's points that poetry can help to reintroduce students to many Literary terminologies as well as get them thinking about the text and the memories and emotions that they raise, then applying those perspectives to their own lives.
What I want to offer to all of you is the poem that immediately popped into my head while I sat, reading Wordsworth's words (that's a tongue-twister) of reflection on a world that is far to powerful and timeless for us to master. So, for your reading pleasure:
On the Vanity of Earthly Greatness
by Arthur Guiterman
The tusks that clashed in mighty brawls
Of mastodons are billiard balls.
The sword of Charlemagne the Just
Is ferric oxide, known as rust.
The grizzly bear whose potent hug
Was feared by all is now a rug.
Great Caesar's bust is on a shelf,
And I don't feel so well myself!
So there you have it folks. I've shared with you one of my favorites; a simple,yet insightful poem that I hope makes you laugh a little - even if only to yourself. I also hope that you will take the time to think about what this poem and the Wordsworth's poem on pg. 79 are saying about the passing of time and the relative insignificance of humans in the grand scheme of the universe.
So, until we meet again... keep it classy San Diego.
-Sam P.
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