Teaching English Methods Reflective Journal Entry #5

Beach and Burke both explore how different literary perspectives can provide multiple perspectives, a cornerstone of reading education. Review these listed theories & write an entry in which you describe how you would utilize at least two different perspectives in teaching The Giver, Narrative Life of Frederick Douglass, or Macbeth.
    Deconstructive Criticism with The Giver. Discussing the privileged status of Jonas when he becomes the giver within his community.
    Reader’s Response Criticism with The Narrative Life of Frederick Douglass. Discussing the connections we can make between the life of Frederick Douglass and our own lives. In addition, which elements, words images or devices - affected me most while reading. How did they affect me?


Teaching English Methods Reflective Journal Entry #4

At the beginning of Chapter 5, Burke shares his reading autobiography. Be sure to include how your thoughts about reading have developed throughout your life, notable teachers, and instructional methods; as well as particularly influential texts.
    Reading has always been a part of my everyday life. As a small child, I recall playing with books and pretending to read my Dad’s Reader's Digest. We often attended the library where I brought 20-30 books home with me. I read them several times before they were returned. When I started Kindergarten, I was reading at a second grade level.
    As I grew older, reading became an escape from the ordinary; as well as an excuse not to do my chores on the blueberry farm. I enjoyed teachers who allowed us time to read our own books  during school and took the time to read to us. I loved being read to. My Dad would would often read to me from his favorite stories; he had a lot of books that he re-read for entertainment. The storyteller at the library is someone I often visited. When I was in junior high, I assisted her with the younger kids reading and as I entered high school I began my own storytelling time for those in Kindergarten through third grade. I also continued to read my own novels, thirty minutes before bed. I still attempt to do so (if I am not completely wiped out from my day). It is a habit for me just as washing my face and brushing my teeth.
    I have children now and I read to them. I started reading to them when they were utero. My oldest is seventeen, he still likes to hear me read to my daughter, he still does some of the voices and makes underwater noises in the part of Green Eggs & Ham (a book I read multiple time to him throughout the years).

Teaching English Methods Reflective Journal Entry #3

Think back on the most effective lessons that you had as a student. Pick one or two of these lessons and discuss why they were so effective. How do you plan to integrate a similar model in your own classroom?
     In junior high, I recall reading several Shakespearean plays in class. In the beginning of the Shakespeare unit, we each took a survey which helped direct us toward the Shakespeare play we should choose to read. I believe, there were five or six plays being read with about four or five students per group.
     I loved being paired with like-minded classmates who wanted to read Hamlet. Through the unit, our teacher led us through a variety of activities; reading, short stories, close reading, acting out scenes, creating a poster, etc. Even though each group was reading a different play we all experienced Shakespeare and shared our knowledge with the class. At the end of the unit, we all had knowledge of several Shakespearean plays.
     In my classroom, I would love to incorporate a similar unit! Giving students choice and grouping them with those who also made the same choice increases both the intrinsic motivation and the engagement of the material I want each student to learn.