Frog And Toad

Using imagery throughout the poem, the author portrays what the speaker is feeling while watching the death of the toad take place before his eyes. The first example of this is when the toad first got his leg cut off by the lawnmower, as depicted with “chewed and clipped.” The harshness and cleverness of the use of the image depicts the brutality of the injury that the toad is suffering. The detailed and tragic image given in the second stanza of the final breaths of the toad evokes more pity from the reader, as they have to watch this toad suffer.

After reading John Holt’s essay, How Teachers Make Children Hate Reading, I fully agree with what Holt is saying. He tells his audience that forcing children to read, use a dictionary and take quizzes on what they read has proven to deter children from enjoying reading. I liked reading it, I liked how he showed that he understood both sides of the situation, but then realized how important it was for children to just read. Even though they did not fully understand the material they still found parts of the readings that made them happy. I liked how Holt made the point about how embarrassed students would get when they had to read a difficult part in a book and classmates would snicker and giggle if they made a mistake. That is a real thing,

The learning activity chosen is for year 3 students, having the children chose a book they have read and enjoyed and get them to write up a book report detailing the Main characters, what happens at the start of the book, middle of the book and at the end along with the child’s personal connection with the book, what they think may happen to the characters after the story has finished and if they like the book or not and if they would recommend it to others. They will need to use the form provided to describe the main characters in the books and give an overview of what happens in the start, middle and end of the book. The children will also be required to explore the personal connection they have with the book and what they thought of the

The reading of the life of Sally Ride appeared as a very engaging activity to me. While reading, Ms. House would allow simple questions and comments, but knew when to stop them and move on. Her students also seemed to know that when she moved on it was time to be quiet and listen. After reading, the students turned to a partner and discussed the story. This was a great way

When taking English Composition 2 I have learned various things that I can carry through with me throughout the rest of my academic and social life. The class English Composition 2 touched on the components of character, setting, short story, drama, and poetry. With each section and a lecture on each section I have taken away a piece away from each section, one thing that is for sure I will never read literature the same after this class. When talking about character we looked into the story Gorilla My Love and how the story is told through the eyes of a young black girl named Hazel. Concluding from this section of the class I learned that if the characters were to be different characters the story would change as whole. When looking deeper into the concept of setting as a class we had the opportunity to learn how to depict where the setting is, and learn how the setting can make a difference in any type of literature. For the concept of short stories as a student I looked deeper into the story of 20/20. After, a struggle on the topic of short stories I learned the different compontes that go into and are used in making a short story. For an example, the story 20/20 uses the model Freytag’s Pyramid to tell the story line. The component of Drama happened to be my favorite component of the class. I

Many of the students found the reading assignments to be the most enjoyable part of the class. Each of the books were relatable in some way or another. River City Empire by Orville Menard revealed to students the untold history of Omaha’s political past. The book illustrated parts of Omaha that are still around today. Students could easily visualize these areas and recognize what has changed throughout time and what hasn’t. The same goes for Willa Cather’s novel One of Ours and Friday Night Lights by Buzz Bissinger. While reading, students were able to compare the stories and put them into context based on their own past experiences. Unlike River City Empire, One of Ours and Friday Night Lights depict the small town vibe where time really has stood still. These books proved to be significant in following class discussions, because frankly some people are still unaware of the societal realities within their own state. And for those who were never familiar with Nebraska and Great Plains culture, it was lesson over how the progressive, 21st century ideology really hadn’t

The David Pelzter book I choose was “A Child Called It,” I’d never read it before so I was excited to get into it. A quick Google search found me the PDF of the book and I began reading it immediately. The first thing I noticed was the cover, I knew the book was familiar and instantly remembered seeing it all through my primary and secondary educational settings. I use to read books for fun before I started college, but since starting I had absolutely no real free time, so this assignment was a breathe of fresh air.

Ms. Felkins read the Odyssey to the class. Throughout the reading, Ms. Felkins would ask the students questions about the chapter. This was a way for her to see what the students were retaining from the book. The students were engaged and there were only a couple times where Ms. Felkins had to remind the students to be quiet. When she would ask the students questions they were very attentive and eager to answer. Additionally, after reading time, the students worked independently on their biography projects. The students had computers and were researching a person of their choice. Their assignment was to make a poster about that person’s life. As the students were working, Ms. Felkins looked over each student’s poster and helped them make changes if needed. Ms. Felkins reminded the students that they can not directly take information from the internet and put it on their poster. Most of the students handled the corrections they had to make well. There were a few students who got very frustrated by their mistakes and had to fix

I used posters and brought in items to extend background knowledge. During the reading of the story, I asked questions that focused on the students’ comprehension.

The lesson I was granted to teach is Harriet Tubman, the American abolitionist, was born a slave at some time around bout the 1800s. The students were required to read this encyclopedia entry and write a small summary, summarizing what they have learned and they had to deliver their findings in a class demonstration. Lesson 1 what is the entry about is a question student had to respond in their summaries. Next students had to make sure they read it by following Mrs. Langley’s directions before you read, decide what you will have to determine by interpreting the questions that was created for you to do. Mrs. Langley’s strategies are for pupils to learn and study vocabulary first before reading. Also, look at the title of the entry, look at the headlines and get familiar with

book to the students, the teacher and the students will discuss about the book in a group.

For the service project, I read a book to a class about a lizard who lives in the Santa Rosa Plateau and the extraordinary creatures he meets. I met about fifteen kindergarten- first grade students who were fascinated by the idea of dancing shrews, and a woodpecker in a band. This book opened their mind to what animals they can see at the plateau, and how great the Santa Rosa Plateau really is. I read to this class to let their creative portal open, and take them into a completely different world of talking animals.

I will use the Literature circle to enhance the student’s ability to collaborate on a higher level so that they can move toward independent readers, molding them to integrate in a powerful classroom activity that will activate their critical thinking skills. I will do a book study and have students to meet and discuss the importance of rotating their roles giving everyone an opportunity to share the responsibility. I will teach how to highlight in different colors distinguishing each student reading.

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

I’ve never been one to read much outside of school without being assigned to do so. After looking back at my childhood I think I finally understand why. When you’re a student in elementary school teachers want you to be interested in reading and they tell you that it will make you smarter. Their approach to this is to assign you many readings during your early school years, have your parents sign that you actually did it, and make you write book reports about what you read. I remember when I was a kid I absolutely hated some of these exercises and absolutely loved some of these as well. I distinctly remember being in kindergarten and having to read a book to a high school student. The five year old version of me was more than embarrassed when my reading skills were not up to par and I was having to do it in front of a teenage boy. I also remember being in fifth grade and having to read one book every two weeks and write and draw a report on it. I loved this. Probably because for once I got to choose my own books and they were never assigned for me. I thought of it as a