Month: December 2012
The Adventure Begins…
|10 Biggest Questions about iPads in the Classroom|
[Enter site #1 that helped me wrap my brain about iPad deployment in schools]
A collection of deployment guides and resources for schools including a presentation on the role of iPads in schools, Apple’s VPP program, and integrating technology into instruction.
1) iPads are designed to be unique and personalized for their users–the functionality of the iPad (synchronized email, contacts, calendars, apps, iTunes, etc.) does not transfer to school models where iPads are used by multiple students.
They are here!
Ummm…everything is plugged in, why aren’t the dang things charging?
The solution? Easy-peasy. Remove the bottom dividers, reach back, and jiggle the power cord to the cart, plug in the wall, flip the switch…and voila! We had power. This took about another hour of our time.
Two hours into our deployment day and we hadn’t even started the iTunes process.
It’s helpful when you have a working iTunes account.
How the heck do we get all of these tools to play nice?
While waiting to hear back about iTunes, we read and re-read, and read again the directions on using Apple Configurator and the Bretford PowerSync cart. [Enter website #1 that saved my sanity].
Our iTunes delay did allow us to think about the profile we wanted to create for the devices. Apple Configurator not only allows you to upload and manage the content on the iPads, but it also allows you to enable and disable its features to create profiles. For example, the student profile we pushed out to all 30 iPads allows for use of Safari, the built in camera, and it is automatically connected to the Student wifi. Students cannot, however, change the wifi settings, delete or purchase apps, or access iCloud or photo stream. Nice!
While we are waiting…what ARE we going to put on these things?
Thank goodness for Mme. Morgan’s type A personality. The two of us split up and scoured blogs, Pinterest board, websites, and Twitter for lists of recommended apps for education.
[Enter in several more sites that helped us further explore iTunes and the world of apps]
apps organized by content area
apps organized by Bloom’s taxonomy
Pinterest board for iPads in the classroom maintained by GCISD
Finally, let’s load these babies!
And the final product:
|Read and Explore|
Stay tuned for more adventures in iPads!
The Raven Boys
The Raven Boys [Review of the book The raven boys]. (2012). Publishers Weekly, 259(31), 67.
|My “BFF” Maggie and Me at NCTE12|
After devouring Stiefvater’s series The Wolves of Mercy Falls, and her 2011 Printz Honor Book The Scorpio Races, I–and much of the YA-obsessed world–waited eagerly for the release of her “boy” series. Our patience was dually rewarded with this spectaculary, multi-dimensional ensemble story of a band of misfits and their supernatural quest. Much like in The Scorpio Races, Stiefvater deftly crafts a world based in realism with supernatural or mystical elements. Her prose is so well crafted that the reader forgets where the realism ends and fantasy begins. Whether it be ley lines, psychics, and deadly rituals or mythological man-eating water horses, her books do not leave the reader on the outside edge looking into a fantasy.
The ensemble cast of characters truly makes this a “character-driven” novel. Although at times I found myself doubling back and re-reading following abrupt perspectives to the story, I appreciated each character’s unique history, puzzles, and purposes for the quest.
I’m very eager to continue on with Blue in her boys in the next installment.
“She recognized the strange happiness that came from loving something without knowing why you did, that strange happiness that was sometimes so big that it felt like sadness.”
“When Gansey was polite, it made him powerful. When Adam was polite, he was giving power away.”
“I guess I make things that need energy stronger. I’m like a walking battery.”
“You’re the table everyone wants at Starbucks,” Gansey mused as he began to walk again.
Blue blinked. “What?”
Over his shoulder, Gansey said, “Next to the wall plug.”
“Where do you live?”
Adam’s mouth was very set. “A place made for leaving”
“That’s not really an answer.”
“It’s not really a place.”
“My words are unerring tools of
destruction, and I’ve come unequipped with the ability to disarm them.”
Library Uses:Both The Raven Boys and The Scorpio Races would make for an excellent bridge between readers who typically enjoy realistic fiction into the fantasy genre. Host a “meet the author” event featuring a new author who has made a strong impact in their genre. Show trailers, provide book talks for participating classes, and invite students to explore Maggie Stiefvater’s website for behind the scene videos into the making of her book trailers for a unique perspective on digital storytelling (www.maggiestiefvater.com).
In this collection of stories and poetry all told from the perspective of teenage boys, Flake presents the sometimes hilarious but reflective voices that are not always heard in classrooms. Some stories deal with very serious topics such as teenage pregnancy and marriage and some are light-hearted takes on girls and how to impress them.
Flake, S. G. (2010). You don’t even know me. New York, NY: Jump at the Sun.
You don’t even know me. Sharon G. Flake. Jump at the Sun, 2010. $16.99. 978-1-4231-0014-0. Grades 8-11. Realistic, sometimes gritty, short stories and some poetry convey life for black, mostly urban, teenage boys. With different formats and themes, the narratives touch on teen pregnancy, AIDS, and violence but also convey a sense of hope and the richness of life.
While reading this collection I most appreciated the diversity of the voices represented. Urban male teens tend to be pigeon-holed into one stereotype in pop culture–the hardened thug. Flake, however, shows us the hopes, zeal for life, and the importance of relationships to urban boys.
During National Poetry Month in April, the library can host an open-mic event for students to read from their favorite poets or read their own works. Leading up to the event, create a display of poetry students might find engaging. You Don’t Even Know Me can be part of a display geared towards boys finding their voices through poetry alongside The Rose That Grew From Concrete by Tupac Shakur and many other collections of poetries by urban and male voices. Flake’s poems or stories would make excellent podcasts, recorded with photographs depicting some of the images and scens in the poems.
Bobby and his girlfriend Nia are in love and happy, until Nia discovers she is pregnant. Told in alternating chapters between “Now,” Bobby struggles to take care of his newborn daughter without the presence of Nia, and “Then,” Bobby and Nia struggle together to determine what will be best–keep the baby or put her up for adoption. It’s the “first part” of the story that is kept until the very end when we fully understand the situation Bobby finds himself in and the greatest struggle of all.
Johnson, A. (2003). The first part last. New York, NY: Simon & Schuster Books for Young Readers.
JOHNSON, Angela. The First Part Last.
144p. CIP. S & S. 2003. RTE $15.95.
ISBN 0-689-84922-2. LC 2002036512.
The First Part Last (Book) [Review of the book The first part last]. (2004). School Library Journal, 5064.
First Part Last is such a gentle book, with a deeply sensitive narrator. Reluctant readers will enjoy the short, engaging chapters and the realistic setting and situations. Many will also find familiarity with Bobby’s struggle to be a single, teenage father and the heart-breaking loss he keeps tucked away.
Paired alongside Flake’s You Don’t Even Know Me, this title could be part of a book talk that targets adolescent boys, particularly those who seem to hide a lot behind the “tough guy” facade.
A senior in high school, Kath meets Michael at a friend’s New Year’s Eve party and nineteen dates later, they are in love. This isn’t just any kind of love; it’s the kind that lasts forever. The two are inseparable, as Kath works through her confusions and fears about sex and what “making love” will mean for them as a couple. A summer apart tests their trust in one another and belief in “forever.”
Blume, J. (1975). Forever. New York: NY, Atheneum Books for Young Readers.
Katherine and Michael find each other, and it’s first love for both of them. Katherine loses her virginity, finds out about contraceptives, and learns about VD with lectures inserted as needed. Actually, both kids are so kind and considerate, so understanding, so everything, that readers may wonder what’s wrong with them. Finally, she realizes that first love isn’t always Forever, that she is growing and accepting changes. Sniff, sniff. Obviously it’s not a quality book, but that fact won’t bother the many girls who will read it, identify, cry happily, and recommend it to their friends. Librarians buying for junior high schools should be aware that the sexual scenes, while not at all explicit compared to the run of adult novels, may be more than parents of young teens bargain for. —Regina Minduri, Alameda County Library, Hayward, Calif.
Made famous by the many challenges and attempts to ban it from school and public libraries, Blume’s novel is not just about sexual awakening, but of the universal experience of “true” and “first” love; oftentimes, teens first adult experiences are wrapped up in those relationships.
What I most appreciated about Forever is the expansive cast of female characters who all explore varying issues and angles to sexuality: Kath’s best friend Erica who makes it a goal to “get laid” before she goes to college so she can have the experience behind her; Kath’s grandmother, a New York lawyer, who played a pivotal role in the development of Planned Parenthood and sends her pamphlets about birth control, reproductive rights, and venereal disease in the mail, which ultimately leads to Kath visiting the clinic for contraceptives; and, Kath’s mother who has an open and honest relationship with Kath and does not shy away from having non-judgmental conversations about sex without condemning or condoning.
Are there somewhat erotic and overtly sexual moments in Forever? Oh, yes! But, even though sex is an ever present topic, the perspectives and reflections of the characters present a well-rounded conversation that every teenager could benefit from participating in. For some, the only way that will happen is through reading the book.
Forever is an excellent title that appears on the most frequently banned books lists that could be included in a display, book talk, or trailer promoting Banned Book Week. Given the popularity of Judy Blume’s work over the generations, the library could collect personal responses to the novel from adult and teen readers spanning the three decades the book has been popular.
Alex wakes up in a strange dorm room with a strange boy, evidence of the previous night’s events scattered across the room. It’s clear what happened, but Alex has no memory of any of it after leaving the concert with her friends. As pieces of her memory come back to her and she confides in her best friend and her sister, she realizes the truth–she was date raped. She can stay quiet about it, try to move on with her life, or she can find someone who can help her take a stand. She seeks the assistance of a student organization, The Mockingbirds–named after Harper Lee’s To Kill a Mockingbird. Will they right the wrongs inflicted upon students by fellow students, or will Alex be left standing alone in the end?
Whitney, D. (2012). The mockingbirds. New York, NY: Little Brown.
ImpressionsThe opening chapter as Alex rises from a stranger’s bed, naked and disoriented, paints the picture of a too familiar scene. Whitney approaches the sensitive and sometimes taboo topic of date rape with an honest victim’s perspective. When Alex realizes what has happened to her, we wonder why she doesn’t fight harder, tell the authorities or her parents. Whitney constructs Alex in a way where we not only understand, but we empathize with the many stages of grief she must wade through following a traumatic event. Perhaps the most poignant scene comes right on the heals of resolution. Alex confides in the one adult she trusts to counsel her that she doubts herself and the accusations she’s brought against another student. A vague memory surfaces of that night that makes her question the whole course of events. This realism and honesty stems from Whitney’s personal experiences, which breathe purpose and heroism into her debut novel.
Lehman, C. (2011). The Mockingbirds [Review of the book The Mockingbirds]. School Library Journal, 57(3), 175.
The Mockingbirds fits well with additional titles that address social justice and standing up for those who are dis-empowered. Paired with other books that deal with difficult topics for teens such as Speak by Laurie Halse Anderson, Lay that Trumpet in Our Hands by Susan Carol McCarthy, and Harper Lee’s iconic work, these books allow students to safely explore complex themes. The library may promote these titles by timing a book talk or display with the English department’s study of To Kill a Mockingbird.
I’m taking this class, Literature for Children and Youth, as part of my school library certification coursework (I know, right! Like, I get to read amazing picture, chapter, and young adult books for class…and get a grade!). Every week we are assigned to choose anywhere from two to fifteen titles from an extensive list based on genre, award, topic, etc. One week we were assigned to read four Newbery Award winners. Another week was historical fiction, etc; then, we are supposed to blog about them. Tough life, huh!
|(part of) my TBR stash hanging out with some faves|
But here’s the thing…I’m getting ready to wrap up on this class. This week is our final week of assigned reading (the topic, by the way, is banned and challenged books). As I’m going back through my blog posts one last time and publishing them, my eyes keep wandering over to my TBR (to be read) stack on the book shelf that my excellent friend and reading mentor, Donalyn Miller, bequeathed to me last spring as she was packing up her classroom library in preparation of her move from 6th to 4th grade. Here’s a small sample of the greatness that awaits me:
- I am Arthur by Phillip Reeve
- The Forest of Hands and Teeth and The Dead-Tossed Waves by Carrie Ryan
- Want to Go Private by Sarah Darer Littman
- Happy Face by Stephen Emond
- Wolves, Boys, & Other Things That Might Kill Me by Kristen Chandler
- White Cat by Holly Black
- This Dark Endeavor by Kenneth Oppel
- Witchlanders by Lena Coakley
- Hold Me Closer, Necromancer by Lish McBride
- Wonder by R.J. Palacio
- The One and Only Ivan by Katherine Applegate
What happens when the cows on Farmer Brown’s farm learn to read and write and type? They leave notes demanding certain improvements, of course.
Cronin, D. (2000). Click, clack, moo: cows that type. New York, NY: Simon &Schuster Books for Young Readers
Cronin’s humorous story of barnyard animals who band together over a typewriter and their new-found delight in the power of sending messages delights young readers, teens, and adults. Lewin’s water color images with bold tracings convey the expressiveness of both Farmer Brown and his animals as messages are sent and received. The simply repeated phrase, “click, clack, moo” sets the book’s light-hearted rhythm, inviting readers to participate whenever the familiar stanza appears, accentuated with large and bold font. Older readers might even recognize some parallel’s with George Orwell’s Animal Farm and enjoy discussing the irony of Farmer Brown’s situation and the pigs from the classical novel.
Click, Clack, Moo: Cows That Type.
illus. by Betsy Lewin.
S. & S. 2000.
RTE $15.95. ISBN 0-689-83213-3.
Auerbach, B. (2005). Click, clack, moo: cows that type [Review of the book Click, clack, moo: cows that type]. , (9), 58.
Use this text alongside Doreen Cronin and Betsy Lewin’s other works including Duck for President and Giggle, Giggle, Quack (all which take place in Farmer Brown’s barnyard) for students to explore the work of one author/ illustrator team more in depth.
Shaun Tan explores many of the themes and issues present in modern day suburbia through a collection of comic, illustrated stories and sketches. The stories are presented through a satirical lens and offer the the reader a sophisticated but humorous examination of suburban lifestyle.
Taun, S. (2008). Tales from outer suburbia. New York, NY: Arthur A. Levine Books.
illus. by author. 96p. Scholastic/Arthur A. Levine Bks.
2009. Tr $19.99. ISBN 978-0-545-05587-1.
LC number unavailable.
Tales from outer suburbia [Review of the book Tales from outer suburbia]. (2009). , 40.
Unlike his award-winning The Arrival, which focuses on a singular plot and cast of characters, Tales uses a series of short vignettes, some not even prose, to explore fantastical stories of stick people, whales beached in backyards, and even a “how-to” grow your perfect pet. Even taking the graphics out of consideration, the text alone in this work would not warrant the label “novel.” But, because it has illustrations, we are quick to place it in the graphic novel genre.
Readers who enjoy illustrated texts that invite deeper exploration in the graphics and images will enjoy this book. The quirky alien neighbors and random how-toinfluences provide some laugh-out-loud moments as well as moments for further consideration where you may even stop to wonder if Tan is sneaking in a social commentary of some sort in between his more light-heared sic-fi moments.
This title is an excellent discussion starter for graphic novels as a genre. Invite students to explore how this book is organized, the role of the graphics and the text, the multiple story lines and modes of writing, and them invite them to compare this to more linear-styled graphic novels such as The Invention of Hugo Cabret by Brian Selznick or any number of more traditional graphic novels.