Viva Frida Analysis

Analyze the story structure: Tell the children that thinking about the story’s plot helps readers to understand what happens in the beginning, the middle, and the end of a story. Review plot if needed. “Let’s reread City Garden and notice what happens in the beginning, the middle and the end. “

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

Around the world, communities carve statues, paint pictures, or assemble and organize items, all of which are ultimately choreographed reflections of who they are. What form the art takes is in the eye of the artist as much as it is in the eye of the beholder. Art incorporates pride – pride of awareness, of authenticity, of individuality, of message, of authorship, the list goes on and on. However, it is universally true is that the underlying message will withstand the test of time. As such, Art has been a part of humanity for thousands of years. People have been viewing, discussing, comparing, analyzing, and fighting over art for centuries. What changes from time to time, however, is the role that art often plays within communities and society. Sometimes art is important for communicating emotions and reinforcing messages and while other times it is a reminder of where we came from. Art’s role in society changes from time to time. Of the many things art means to a community, it also provides a means for society: i) to take pride in culture and history, ii) to communicate messages and emotional catalysts, and iii) to learn.

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.

By carefully reading the summer reading novel and completing this packet over the summer, which you need to bring to class on the first day of school, you will be prepared to discuss the story in the fall, to take a summer reading quiz and to write an in-class essay using your novel and packet as the basis for your responses. As you read the novel in preparation for the unit, you will first need to understand some of the basic elements of the story.

In conclusion Henri Matisse’s life spanned two war and countless hardships, he would leave the world with three children. Throughout it all he would paint, he would paint until he changed the world with his brush. These ideas would shock some and delight others but no matter what the ideas have and will continue to have a lasting impression on the world of

“The early childhood years are a span of time when, for most children, there is an upsurge of growth in all areas of literacy. Children need a print-rich environment. They need to see adults reading and writing. They need access to a variety of genres and formats (e.g., fiction, nonfiction, poetry, alphabet books). They need to be given many and varied opportunities to make sense out of print and to express their thoughts in writing. They need teachers who understand that literacy is supported through rich, well-planned play-based experiences” (Burke, 2010).

It allows students to work on expressing themselves, build vocabulary, and work on their fluency; the strategy is called Reader’s Theater. Students will get up in front of the class (in groups, or individually) and perform a scene from the book. They will be allowed to enact the scene as they see fit, with the teacher acting as the narrator, and them as the characters. This strategy is great because they will be able to explore the tone, pace, and attitude of the story and it’s characters. Some D.I. that can be used for this activity would be to assign parts ahead of time, thus allowing students time to practice. Also, be sensitive to the student’s needs when it comes to assigning roles, allow for extra time and individual practice.

This book is an easy read for younger readers. It is bright and colorful which draws the attention of children. The illustrations are vibrant and well done. This book won the Batchelder award for its job well done in children’s literature.

When the bell rang for class to begin, the students knew they were to get to class get their bell ringer packet and begin writing. The students were given ten to fifteen minutes about the bell ringer. After the ten or fifteen minutes, the teacher began her lesson. The teacher read “The Necklace” by Guy Maupassant. Mrs. Gonzalez led the students through the story and showed the students how to annotate while reading. By showing the students how to annotate during the story, she is having the students engage in discussion about what is going on in the story. The students seemed engaged and excited to learn what is going to happen next. They made notes and were able to connect with the plot pyramid. The students knew what was expected of them when they read and discussed

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.

In today's time reading, examining, and writing literary works seem so complex, but in Subject and Strategy: A Writer's Reader by Paul Eschholz and AlfredRosa, the authors provides methods to help readers establish the ability to read like writer instead of just reading. Chapter one consist of long term strategies and gives the readers the chance to put those strategies given to use. The stories within the chapter helps engage the mind . Identifying the theme becomes easier as the reader learn the different ways to locate and establish a theme. For example reputation of a theme leads to the theme which help develop the thesis, the main idea concretize within the text. In chapter one the story about the teacher stood out the most. Even though

Rare and beautiful paintings, sculptures, and notebooks from the artist Jean Michel Basquiat keeps me mesmerized by his talent to portray thousands of ideas. However, the concepts maintain a complex way of analyzing the work. In addition, I previously visited a museum in Biscayne, FL where I viewed his paintings in the special exhibition. The tone of his work varied from enjoyment to somber addressing issues he faced. Basquiat a Haitian-American artist raised in Brooklyn, New York, his mother came from Puerto Rico while his father born in Port-au-Prince, Haiti. Unfortunately, he got hit by a car in his early childhood, causing a broken arm and internal injuries. Obviously, it required time to heal the damage, during this time his mother gave

“Literature reflects the interests and concerns of the culture that produces it (Galda, Sipe, Liang, & Cullinan, 2013, pp. 24)”. Contemporary trends in children’s literature are allowing for more influence from throughout the world, they are not just keeping to the society trends in which the work was created. Trends are also allowing for lead female roles and inclusion of diverse cultures. This follows the trends and issues in that society which is now more accepting of females and diversity in our everyday living.

Beginning with a previously read book, students will use various learning techniques and activities to find the 5 W’s of a narrative text (who, what, where, when, and why). Teaching techniques that will be utilized are: background information, scaffolding, graphic organizers, kinesthetic work with glass beads and highlighting, oral reading, and writing assignments. Students will be assessed in the following settings: large group, small group, and individual work. This lesson is designed to take 45 minutes when taught as written, but could be expanded to an additional 45-minute lesson for the next day to build on the previous day’s work.