Analysis
I read the introductory line from Laos, "The girl was free to go, but she had nothing to wear except rags. Then she looked in her mother's sewing basket." We made use of random objects in the classroom, to comply with the designated quick ten minute preparation time, so for a sewing basket I utilized a plastic bag. One of my peers got creative and made "diamond anklets" out of lined paper with a highlighter! ReflectionMulticultural literature, or literature of diversity, is especially important to me. I believe children need the opportunity to understand people of various socioeconomic, racial and ethnic backgrounds with disabilities, family patterns and gender expressions that may be different than their own. Educators should address topics that challenge the dominant ideology in ways that promote critical thinking and questioning. Cynthia McDaniel claims that the teaching philosophy of critical literacy can act as a vehicle for social change if learners' responses to text are channeled to be examined in critical ways that lead to opportunities for tranformation and action. Engaging in critical literacy by encouraging children to question and discuss diverse literature promotes transformation against social injustices, through discussion provoking action on social change. McDaniel's article states:
I plan on incorporating critical literacy in my own teaching philosophy and platform. I adored the tableau exercise in class today. The activity gives learners the opportunity to respond to literature in a creative way that even promotes the application of theater/drama in the core curriculum. It is important to me to incorporate the arts in student's learning. I love that in Teaching Children's Lit our analysis of literature is always something different, allowing us to flex our creativity as well as gather ideas to utilize in our own future classrooms. ResourcesMcDaniel, C. (2004). Critical Literacy: A Questioning Stance and the Possibility for Change. The Reading Teacher, 57(5), 472-481.
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Doing the Animal Bop (Ormerod and Gardiner)While reading Doing the Animal Bop by Jan Omerod and Lindsey Gardiner I found myself entranced by the creative rhyme scheme, rhythm and colorful characters. I was impressed with the authors' ability to make an emergent literature book a compelling invitation to groove, move, articulate challenging phrases and imitate animal sounds. According to Charlotte Huck's 2nd edition of Children's Literature, children prefer books that include animals and humor. Luckily, the friendly critters that danced their way to my hearts from the story are colorfully created with humorous facial expressions. Huck also acknowledged that illustrations, format and color are determinants in children's reading interests. Each page of Doing the Animal Bop is unique in the attractive color combinations used, as well as various methods of text placement on the page. The story rhymes continuously, even involving animal sounds. Rhymes and challenging phrases like "flim-flam flutter" develop students' fluency and pronunciation skills. Each animal invites the students to participate in a physical activity, like stomping their feet, jumping, wiggling and waddling. Through my internship, I observed that when children became restless while reading as a group my corresponding teacher would play a movement based song that encouraged children to dance and practice their directional knowledge. Reading this book during class would be a fun way to get students up and moving while reading. In class activity
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