How My Lesson Plan Incorporates Children 's Stories

The approach to the reading of the novel would be varied. It is anticipated that the class study would begin with a shared reading of the opening chapter to foster students' interest. A prepared reading by the teacher is usually much more involving than a hesitant reading-around-the-class activity (Sykes, n.d.). The aim is to motivate each student to read the

I think this book gives us the opportunity to reflect on our roles in our students’ lives, as a general classroom teacher and how we can best help our students develop into active learners and well-adjusted adults. Paley also made us think about how children’s story and classroom community play a significant role in helping children learn about themselves and

Schools often require reading materials containing unfamiliar subjects to students. Recognizing that there is significance for critical understanding of the text itself as well as the act of reading, this explains why many students today struggle with reading material that is not relevant to their lifestyle. Freire portrays that by the statement, "reading the world precedes reading the word, and reading the word implies continually reading the world" (Freire 286). A person should read their world, and then interpret it. They can then use their existential experience of the world to connect to what they are reading in print, and better understand it.

This learning activity has the students looking more deeply into their chosen book using a more critical mind rather than just enjoying the book for its basic story line. It has them taking note of what is happening at each stage of the book and why these events are taking place, then taking this information they have gathered and developing a written report to convey their thoughts and ideas in the book along with developing the skills necessary to produce a piece of writing that is easy to read and understand for the reader. This activity also has a lot of hidden features to the task, such as using the correct grammar, development of sentence structure and use of creative thinking to make the piece interesting to the reader.

sometimes it may seem like a teacher is making to students and inventing interpretations, but the teacher actually learned a “Language of Reading”

Children’s literature is an effective teaching tool for children but also a way for children to escape their daily lives through fantasy. Didactic material can be used to teach life lessons, manners and morals where subversive and fantasy genres can allow children to release from daily expectations and allows an outlet for their large imaginations.

Michael Henry’s article “Whats with This Summer Reading” has readers pondering why summer reading has students “moving one step further from reading.” Michael Henry explains that one day he saw a teenager becoming very frustrated with the book he was reading. He asked why the young man was reading the book and the boy said, because it was a summer reading assignment. This made Henry think and he began to research summer reading assignments. He wanted to find out what was causing so much frustration.

In advanced classes, books are used to help demonstrate and reiterate what has been taught. A Critical Handbook of Children’s Literature by Rebecca J. Lukens, Jacquelin J. Smith, and Cynthia Miller Coffel is a great utensil in digging deeper into the world of writing. One of the main goals of the Lukens text is to give readers a more in depth understanding of what exactly makes a written piece quality literature.

While there will continue to be a debate about this controversial issue, the underlying problem seems to reside within the educational system. If the story is outlined correctly or taught to a group of students (such as myself) who can understand the importance of the story, then the educational value it provides is immense. The quality of the story only adds to the value it provides for students and doesn’t detract from the novel’s credibility. I fully believe that we should continue to use this book for conventional English classes across the

Storybooks play a significant role in the lives of children in the United States (Heath, 1992). They have been seen to help young children learn how to read, deal with real life situations, and learn about the world around them (Woolley and Cox, 2007). There is, however, a risk in storytelling that children confuse fiction with reality (Woolley and Cox, 2007). These stories may range from princesses, to superheroes, to Santa Claus.

Earlier in the semester, the class was introduced to topics such as politics within Children’s Literature and learning how to be cultural critics. Both topics generated discussion that was centered around the contributions that were made within Children’s Literature and how they could deepen young reader’s understanding of the content presented to them in children books. I believe the book “The Sneetches and Other Stories” by Dr. Seuss would’ve been a great addition to the class’ reading list. In this book, Dr. Seuss discussed topics such as discrimination, prejudice, acceptance, and tolerance which are all topics people wouldn’t think are suitable for a children’s book. The themes were used as underlying messages throughout the story and the illustration presented a visual to readers, so that they could have a clear understanding of what Dr. Seuss was writing. The importance of the message was to bring awareness to the issues that are present within society.

Stories show to children the way of solving problems, at the same time, the child learns some practical information, such as. why we use word »zebra« for the pedestrian crossing and what is zebra, basic rules about traffic, how grow certain plants, which are often obtained on the plate and how to bake healthy cookies.

The curriculum for reading with a group of second grade students is, teaching the students how to interact with the text by asking questions and answering those questions. Having the students learn how to ask “who, what, when, where, why, and how” is the first step for new readers to understand what they are reading. The students are learning how to pick out the key ideas and details within the story to help fully understand the concept and meaning behind the writers words. Students need to be able to describe what they are reading and pay attention to the story’s plot. Second grade students now have the ability to understand the reason behind the characters actions within the stories that they read. This short story in particular serves the purpose of learning how to pick out the key ideas and details for new readers.

Teaching students how to provide accurate evidence from parts of stories, such as chapters, dramas, and poems when writing or speaking about a text, and to describe how each successive part builds on earlier sections is significantly important, because it improves the student reading comprehension skills, which is a prerequisite for becoming a great reader. Previously, I taught my student to identify key elements in a story to help her find the main idea and to use context clues to determine meaning of words. However, after the lesson, I noticed my student made a poor effort to refer back to the story when writing or talking about the story to provide appropriate evidence. In this lesson, my student will not only summarize the story, but my student will also go back to the chapters, paragraph or stanzas to provide accurate evidence. By doing that, my student will successfully completed the New York State common core standard, which is “Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier

Since the book has few pages, while students read they should visualize similar situations. For example, if it says “I like bread with strawberry jam.” I might visualize eating toasted bread with blueberry jam. These activity will help students create a more personal connect with the book and will help them remember what the story was about.