Patterns and Perceptions

Patterns and Perceptions PowerPoint

Painted Words/Spoken Memories written by Aliki Brandenberg

Painted Words/Spoken Memories
Aliki Brandenberg
620L

            The first half of the book describes Marianthe's transition to living in the US without knowing any English. Quickly her name becomes Mari. She learns to express herself through artwork to let her classmates know what she is feeling even if she can't rely to them. After a while she learns English well enough to talk to people, her artwork is celebrated in her class. The second half of the book is about what came before her time in the US, her family is from a country with a lot of strife, famine and crime. Her parents move to the US as refugees/immigrants.

Jane Addams Children’s Book Awards for Picture Book 1999

Learning Activity:
The students will read over the two halves of the book. They will compare the illustrations from Mari’s childhood in the United States with those of her in her homeland during the war.

Standards:
CCSS.ELA-L.RL.3.7 - Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Goal:
The students will read the story and be able to point out the different emotions and expressions Mari has between each half of the story.

Objective:
Cognitive –
            The students will read the story and compare images from the two settings in the story, the US and Bosnia.
            The students will write out 5 examples of how characters in each half look different from the other half of the story.
Affective –
            The students will write out how they believe the characters are feeling, comparing the US illustrations to the Bosnia ones.

Outcome:
The students will read the story and can find examples of different emotional expressions within the illustrations.

My Name is Jorge written by Jane Medina

My Name is Jorge
Jane Medina
AD530L

            A story told through poetry about a boy named Jorge after he moves to the US from Mexico. As the title says, his name becomes a focal point in his assimilation to the new culture. People call him George, he finds the name gross sounding.

Learning Activity:
The students will listen to the story, they will break into small groups, and answer questions the teacher poses.

Standards:
CCSS.ELA-L.RL.3.5 - 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 sections.

Goal:
 The students will listen to the story and be able to answer questions about the plot of the story. They will dicsuss their answers together in small groups.

Objective:
Cognitive –
            The students will listen to the story and at the conclusion break up into groups of 3 people to discuss questions about the story. How does Jorge hear his name being spoken in English? How is that different from the way he and his family speak it? How does Jorge’s family help him when he has problems? When Jorge explains his name to his class, what experiences lead him to this presentation?

Outcome:
The students will be able to listen to the story about a person’s name being changed and explain details in the story that gave Jorge courage to tell people to call him his real name. 

Rene has Two Last Names written by Rene Colato

Rene has Two Last Names
Rene Colato
No lexile level, age range 5 to 6 years and grade level K to 3rd

            Rene is a new student at his school and upon receiving his name tag from his teacher, he sees his last name isn't complete. He writes in his second last name onto the sticker. Later, his teacher gives the class an assignment to complete a family tree. This gives Rene a chance to explain his last names and why they're important to him and his culture.

2010 Skipping Stones Honor Award
2010-2011 Tejas Star Book Award List

Learning Activity:
The students will listen to the story and answer questions from the teacher as they read.

Standards:
CCSS.ELA-L.RL.2.3 - Describe how characters in a story respond to major events and challenges.

Goal:
The students will be able to listen to the story and understand the circumstances around Rene’s last name and what is happening to him in his class that upsets him and why it upsets him.

Objective:
Cognitive -
            The students will listen to the story and be able to answer orally what is Rene’s full name, how is his name put together (where does each part come from), why is his name different when he moves to the new school, and why is Rene’s last name important to him.

Outcome:
The students will be able to listen to the story and understand the reasoning behind Rene’s last name, how his family combined to create it, and why this is an important part of his heritage.

Patterns & Perceptions Presentation

Children in Poverty: Patterns & Perceptions Presentation

https://docs.google.com/presentation/d/15pk5GXKV0eXNT5sOL5XLvZUCpUXU2KIZoQXVZo78zl4/edit?usp=sharing

Patterns and Perceptions

Here is the link to our patterns and perceptions project.

Patterns and Perceptions: Acceptance in Picture Books

Patterns and Perceptions: Acceptance in Picture Books

Please click here to view our group's Patterns and Perceptions presentation!

Patterns and Perception, Education for English Learning Students - Team 2

Hello Class,

This is the link to Team 2's presentation: https://docs.google.com/document/d/1C2xyfKm8fznNkIZRu37j-iDJjGKyMlGAmWlcmg5RDM8/edit

-Team 2

Patterns and Perceptions, Children in Poverty -Team 3

Team 3:
Tanya Beers, Nicole Sykes, Abby Winters-Bona, Jaclynn Wild, Angela Barbieri, and Emily Young

This is the Link to Team 3's Presentation:

Patterns and Perceptions: Children in Poverty

Bibliography

 

Team 1: Pattern and Perceptions - Disabilities in children's literature

Please click on this link.

Thank you!