Book Review

Walter Dean Myers creates a contemporary retelling of Romeo and Juliet in his book Street Love. Myers tells the story from different points of view using free verse poetry. He sets the story in Harlem amidst temptation and drugs. Damien and Junice must decide if they will follow hearts and pursue their love. Myers does an excellent job of telling the story from multiple perspectives and engaging the reader. I strongly recommend this book due to its readability and clean content. This is a good selection for middle level to adult readers.

Craft Lesson 5

Resources
Myers, Walter Dean. Street Love. New York: Harper Collins, 2006.
Discussion
Street Love is an amazing work of poetry that focuses on two individual’s discovery of love. Walter Myers’s book is a great example of how to take a classic plot and retell the story in a new way. This lesson allows the students to practice this method of retelling while increasing comprehension of the parts of a story. Text Reformulation engages the students to think about the original text and identify key elements. They also get to practice sequencing, generalizing, and predicting. The goal is to develop and reinforce good reading strategies. To accomplish the assignment, students need to have background knowledge of the elements of a story (plot, characters, theme, etc.).
How to teach it
The students should read Street Love and identify key elements of the story. After they finish the book, the teacher will give them an example of a text reformulation. Since I play guitar, I would write a song that summarizes the book. Next, the teacher will assign groups and have the students pick how they will retell the story. The students can create a narrative, a poem, a short story, or any other written format. The new text will be shared with the class to review the key concepts in the story. The student’s work will be evaluated with a rubric based on the main parts of the original story.

Street Love

I really enjoyed reading this book. At first I was turned off by the poetry and didn't know what was happening. As I started to understand how the book was written, I was able to pick up on the flow of the verses. This is a great retelling of Romeo and Juliet in contemporary times. Students could relate and identify with emotions and feelings described by characters in the story. I think students would enjoy reading the poetry because it is written in a concise and easily understood format. A lot of good lessons could be constructed by comparing Street Love to other books about love (especially Romeo and Juliet).

Myers, Walter Dean. Street Love. New York: Harper Collins, 2006.

Craft Lesson 4

Resources: Draper, Sharon. Fire From the Rock. New York: Dutton, 2007
Discussion- This lesson focuses on using reading to expand the student's perspectives of a variety of cultures. Many students have stereotypes and prejudices against other cultures due to a lack of experience with that culture. Reading can be used as a tool to expose students to a different lifestyle then their own. Before teaching the responsive writing exercise, the students should be familiar with civil rights and the social conditions in the 1950s. They should also be aware of African-American traditions and customs practiced during this time period.
How to Teach it- As the students are reading Fire from the Rock, they begin the assignment by taking notes of similarities and differences between the character's lives and their own. At the end of each reading they will write a short reaction response describing how they feel about the text. After finishing the book, the students will use the notes they have been compiling to write a one page response paper based on one of the following prompts- Have the students compare the events in the book to personal experiences. Have the students put themselves in the position of a main character and write from that perspective. Pose a controversial queston related to the book (segregation, racism, etc.) and have the students write their opinions. When the students have turned in their papers, the teacher can use their responses to generate a class discussion based on a variety of interconnected themes.

Daily Reading for 2-18

I was glad to finally be through with this book. The journal format really bothered me. It was interesting to see the different perspectives of the races. The author did a good job of showing that racism extended even to the Jews. I wish there would have been a more exciting plot. I never could get caught up in the book. I don't think I would use this book in my class based on its lack of appeal and interest. I think students could find more interesting books to learn about the same time period.

Draper, Sharon M. (2007). Fire From the Rock. New York: Dutton Children's Books.

Daily Reading for 2-13

The book is still setting up the conflict with integration at the High School. The fact that the book is written in journal format for both points of view confuses me. I think the book would have been better off if the author stayed with one point of view for the entire story. Some of the pressures and conversations are interesting to experince from a black girl's perspective. It is also going to be fun seeing what happens with her Jewish friend once she starts actually attending. I think Reggie will still like her even after they move to different schools. This book does have some important court cases mentioned throughout it that could be tied into a social studies lesson.

Draper, Sharon M. (2007). Fire From the Rock. New York: Dutton Children's Books.

Daily Reading for 2-11

I do not like this book at all. It is a very slow read and the chapters are boring. It seems like it is taking the author a long time to set up the plot even though it is clear from the title what the book is about. The readings seem drearfully long and I can't wait to finish this book. Even the action in the story is predictable (Gary getting beat up for back talking white teenagers). I can't see many students getting involved with this book and wanting to finish. The multiple cultural perspectives and ties are interesting though. A lesson could be taught on the interdependence we have with each other, and how we need to respect each other.

Draper, Sharon M. (2007). Fire From the Rock. New York: Dutton Children's Books.

Daily reading for 2-4

I enjoyed the last section of the reading because there were a few surprises that caught me off guard. His grandmother and sister's death was very depressing, although the scene with Billionaire Ted was funny. The book almost has an anti-drinking message due to all the bad things that happen resulting from alcohol. The basketball game gave me goose bumps. I remember battling rivals in high school, and Alexie was able to capture all the excitement associated with sports. Overall this is a great book I enjoyed reading. I would have this be a choice students could select and read, but I would not assign the whole class the book. There are some parts that are unnecessarily crude (but realistic), and the violence could cause problems with sensitive readers. Good reading selection!

Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown and Company, 2007.

Daily reading for 1-30

I enjoyed how the book was such a fast read. I never felt like I had to struggle to finish the reading assignments. I think most kids could identify with the feelings of isolation Junior felt. Teachers could tie this story in with personal stories about changing schools from the students. The differences from reservation life and Reardan life are very interesting. This is one of the first books I've read that compares the two societies. Sherman Alexie has a great ability to make you want to see Junior succeed.

Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown and Company, 2007.

Daily reading for 1-28

I really enjoyed the start of this book. I read The Lone Ranger and Tonto: Fistfight in Heaven for an English class last year and was very impressed with Alexie's work. I'm glad I get to read another one of his books. The setting and emotions have been easy to understand, and I think most adolescents would enjoy reading this. The drawings throughout the book are wonderful and add a personal touch to the reading.

Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown and Company, 2007.

Craft Lesson Three

Resources-
Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. NY: Little, Brown, 2007.
Computer lab
Indian cultural items
Discussion-
Many young adolescents haven’t been exposed to Indian culture or reservation life. There are many preconceptions based on movies and TV programs that inaccurately represent Native Americans. This craft lesson uses The Absolutely True Diary of a Part-Time Indian to help students relate to and understand how real Native Americans perceive the modern world. By the end, the student will know more about Indian reservations, tribes, and their culture.
How to teach it-
To begin the lesson, the class will brainstorm anything they know about Indians. This will be composed into a list that will be kept for the entire lesson. The students will then begin to read Sherman Alexie’s book. After reading the first section, the students will use the computer lab in groups to look up specific tribes and reservations mentioned in the book. The groups will pick three interesting facts and present them to the class before the next reading. The follow up activity for the second reading would be to examine some cultural items Indians used in the past, as well as some modern Indian items (blankets, dream catchers, carvings, etc.). After the final reading, the class will evaluate the list they made at the beginning and revise previous stereotypes. They will then use this revised list to write a narrative story from an Indian's perspective.

Craft Lesson 2

Using concrete images
Resource materials- Soto, Gary. Canto Familiar: A Poetry Collection. Orlando FL: Harcourt, 1995.
Discussion- Gary Soto uses personal experiences to write the poetry found in Canto Familiar. By drawing on his own wealth of memories and feelings, Soto is able to inject his poems with a personal tone. Soto uses concrete images to provide a setting that is realistic and filled with detail. His poems bring to life the subject matter Soto is relating to the reader.
How to teach it- Soto’s ability to create interesting poems based on personal experiences lies within his use of unique images in the setting. In the poem “ Papi’s Menudo” for example, Soto describes in very specific detail the actions of his father. These descriptions allow the reader to place himself at the family’s table and feel connected to the poem.
Students could analyze the work of Soto and pick out specific details that stood out to them. They could then be asked how these details made the poem stronger or weaker. After looking at Soto’s work, they could be asked to form a list with as many images as they can think of. The students could then use the list as a reference when they are trying to add specific details to a poem.

Craft Lesson 1

Line length and spacing: Janet Wong
Resource Material- Wong, Janet. Behind the Wheel: Poems about Driving. New York: McElderry, 1999.
Discussion- Poetry is written with special attention paid to line length and spacing. Using different line lengths can have a varied effect on a poem. The spacing between lines and sections can also impact how a poem is read. Janet Wong uses many different techniques in her book Behind the Wheel. Teachers can encourage students to experiment with different line lengths and spacing by demonstrating how Wong uses them to create different effects.
How to teach it- A good poem has a natural flow to it. Poems like “Jump-Start” and “Need to Read” have very short, concise lines that are grouped by placing an extra space in between the sections. Other poems like “Insurance for Teenage Drivers: A New Plan” and “Lessons in Braking” use a short topic line before going into further detail with the subject. Both of these poems also use medium size lengths in the subject area, which creates a flow that is easy to read. “Down the Narrow” and “ILMN444” take on a different approach and are written in paragraph form.
Students should be introduced to the different types of poetry and exposed to the terminology used to categorize poems (free form, prose, iambic pentameter, etc.). They could then compare and contrast the different poems Wong wrote, and determine the strengths and weaknesses for the types of forms. To get experience with the topic, students could write a poem and use the different line lengths for alternate versions. They could then be asked to evaluate which form they felt best expressed their perspective and why.

Daily Reading for 1-23

I agree with the authors that schools and teachers need to implement more culturally revelent texts into the curriculum. Students naturally are more interested in readings they can relate with and understand. I like the idea of having the students answer the rubric with the teacher. I think the students would participate more knowing their opinions would shape future readings. It is also important to expose students to readings that are not culturally revelent and teach them how to view other cultures without bias.

Freeman, Yvonne and David. "Connecting Students to Culturally Relevant Texts." Taking Points 15.2 (April/May 2004): 7-11.

Poetry Packet

Wong, Janet. “Behind the Wheel.” Behind the Wheel: Poems about Driving. New York: McElderry, 1999. 3.

I really enjoy this poem for a number of reasons. Janet Wong has an incredible ability to imply information and ideas in a very limited space. In only eleven lines, she is able to produce a philosophical metaphor comparing driving to life. I like how the first five lines of the poem set the stage for the rest of the poem. Wong then groups lines six through ten, which produces a climax effect for the eleventh line. I think the poem has a great flow from line six to the end. Since the lines are about equal length, I was able to really sink into the rhythm produced by Wong.


Soto, Gary. “Eyeglasses.” Cantos Familiar. New York: Harcourt Brace and Company, 1994. 14-17.

I thought this poem was hilarious. I’ve worn glasses all my life, and unfortunately have lost a few pair. This poem really captures the feelings and thoughts a child has when they lose something of value. I like the scenery Soto creates around this character. The rain, blurry trees, and empty bags all help to produce a realistic image of someone looking for their glasses. I also enjoy how Soto includes the image of the bird in the poem, and how it has the ability to escape (“soar away”) or to spot the glasses. The last three lines close the poem with an interesting play of perspective.


Marvell, Andrew. “To His Coy Mistress.” The Hudson Book of Poetry: 150 Poems Worth Reading. New York: McGraw Hill, 2002. 17.

I read this poem last year and really fell in love with it. It reminds me of some British man trying to seduce a young American woman who is not buying it. Marvell essentially breaks the poem into four sections, which tie into each other and creates a persuasive argument for why the two characters should be together. The imagery is also stunning in this poem. My favorite section is about “time’s winged chariot” (line 22-24). I also like how Marvell uses common everyday images to symbolize the topic of love. The last fifteen lines of the poem are written very crafty. Even though Marvell never mentions anything about sex, the reader can pick up the innuendo.


Shelley, Percy Bysshe. “Ozymandias.” The Hudson Book of Poetry: 150 Poems Worth Reading. New York: McGraw Hill, 2002. 33.

This was one of my favorite poems I read for an English class. “Ozymandias” is written in iambic pentameter, which I feel gives a definite beat and flow to the poem. I had a very enjoyable time reading through this poem, and I think this might be in part to me being a musician. Shelley’s ability to create a message about the futility of great works is incredible considering how challenging it is to write in iambic pentameter. When I was assigned an iambic pentameter assignment later in the year, I used this poem as a guide and reference to aid my writing.


Frost, Robert. “Mending Wall.” The Hudson Book of Poetry: 150 Poems Worth Reading. New York: McGraw Hill, 2002. 64-65.

This is another iambic pentameter poem that I really like because of its musical tone. I love the subject matter and how Frost creates tension in a peaceful situation. He also uses great imagery in describing the neighbor who is helping rebuild the wall. In the end, Frost makes a great point about blindly accepting the “universal truths” passed on by our elders. I also enjoy the humor Frost interjects in lines 36 and 37 about the elves. At first I felt these lines were out of place, but as I reread the poem I realized these lines offer a break in the tension before the poem closes on a serious note.

Reading Autobiography

Since I have the benefit of two teachers as parents, I started reading at a young age. I probably still love reading for the nostalgic feeling of me sitting in my mom’s lap listening to the multiple voices she used for the books we read together. When I started to read individually, I pursued fantasy and science fiction books (probably the result of having two Trekkies as parents). During middle school I continued to read for enjoyment, as well as academic purposes. It was during this period I started to read history and mythological books. I loved reading about ancient civilizations and the culture they developed. In high school, my personal reading time decreased as pressure from school mounted. During my first years in college I started to pick up reading again and immersed myself with books and trade articles about sound technology. In the last year I have switched to reading scores of short fiction articles and poetry. I also enjoy reading psychology and sociology books. I am currently reading The Best American Short Stories with Stephen King as the guest editor. I love the psychological tension in the stories he chose, plus they all have surprise endings that make you go, “Holy crap! I never saw that coming!”

What is your experience with poetry?

I enjoy reading poetry. I was first exposed to Dylan Thomas when I found out that Robert Zimmerman (Bob Dylan) took Dylan's first name as a tribute. I then fell in love with Jim Morrison's work. I've read a lot of his poetry seperate from the music, and although it isn't as strong I still consider it good. However, when you add the music of The Doors his poetry transcends another level. Last semester I attend my first poetry reading with George Williamson. I had a good time, and plan on attending a few this semester.

Daily Readings for 1-16

The article about online discussion groups was well thought out. It's no surprise that online discussions allow quieter students to be more responsive. A teacher could use the online discussions to prompt further exploration into the content. I liked the Soto poem collection a lot better than Janet Wong's. I was able to better relate with Soto, and enjoyed the tone he used. I also liked how the poems felt very personal and real. Students could continue studying spacing and line length with Soto's collection.

English, Cathie. “Finding a Voice in a Threaded Discussion Group: Talking about Literature Online.” English Journal 97.1 (Sept 2007): 56-61.

Soto, Gary. Canto Familiar: A Poetry Collection. Orlando FL: Harcourt, 1995

Daily Reading Assignment- 1-14

I liked the article packet on reluctant readers. I've always loved to read, so hearing the reasons why others don't like to read were very interesting to me. I've always agreed with letting your students choose which book to read (from a preapproved list). This gives them freedom and power in their education. I wasn't really a fan of the Wong poems. I usually enjoy poetry, but I never hooked into the subject matter. I was a big fan on how she used spacing to create a dramatic effect. This is something I thought I could apply in my own writings.

Crowe, Chris. “Young Adult Literature: What is Young Adult Literature.” The English Journal 88.1 (Sept. 1998): 120-122.

Crowe, Chris. “Young Adult Literature: Rescuing Reluctant Readers.” The English Journal 88.5 (May 1999): 113-116.

Crowe, Chris. “Young Adult Literature: Dear Teachers: Please Help My Kids Become Readers.” The English Journal 89.1 (Sept. 1999): 139-142.

Wong, Janet. Behind the Wheel: Poems about Driving. New York: McElderry, 1999