Showing posts with label Cinderella. Show all posts
Showing posts with label Cinderella. Show all posts

Wednesday, February 8, 2012

Teaching To their strengths - Movement and Learning

I remember sitting in a classroom at Brigham Young University almost fifteen years ago listening to a brief lecture on Multiple Intelligence, a theory of learning proposed by Howard Gardner back in 1983.  I wish there had been more than fifteen minutes dedicated to this topic.  In the years since I have learned to look at each of my students and try to figure out their strengths.  When you have over 100 students each year that is a tough order to fill, but I tried.  I didn't always succeed.  But, I tried.  It is SO much easier to look at my own children and figure out their strengths and weaknesses. 

Children are unique and different, and so are the ways that they learn. Learning to read is a complicated process, because of this it is important that I find the best way to approach that process for all three of my kiddos.  Multiple Intelligence theory proposes that each of us has seven ways of learning.  We have all seven within us, however we are more proficient in some areas then in others.  Because of this, it is imperative that teachers/parents learn the strengths of their students.  This way we are able to build curriculum that has each individual child in mind.  


This week I started the process of assessing my two little ones.  I found a great source for this through TOT School.  I downloaded her assessment sheets and plan on using them to find out exactly what Emma knows right now so that I have an idea of where to go from there.  Tonight as I read to the kids before bed.  I chose to read Thomas's ABC Book based on The Railway Series by Rev. W. Awdry.  As we went through each page I asked Chase to identify the letter.  Some he got right off the bat, others he used pictures to clue him in, and then others he just looked up at me with his bright blue eyes and said "I don't know, help me!"  Too cute! 

This was the second time I went through to see what letters he knew.  The day before we played go fish with leap frog phonics cards. Before we began to play I went through the different letters.  He would trace the letters before he would tell me what they were.  We then started the game.   He either called out the letter or said a picture.  Each time he had to "go fish" he would actually pretend to throw a line, or he would go digging.  The game took twice as long as it should have because he was constantly moving - Which totally is something that a kinesthetic learner would do. 

Kinesthetic learners learn by doing, touching, moving.  Sitting at a desk for extended amounts of time are a form of torture for them.   Both Chase and DD are definitely in this category. Often children who are kinesthetic learners are labeled ADD and ADHD (I know my children have been - For Chase it is part of having PDD-NOS and SPD)  and assumed difficult to teach.  Chase is not difficult to teach he just learns differently – thus the importance of a small classroom.




I love taking Chase to The Little Gym.  It allows him to get the wiggles out, to build muscle control (another part of PDD-NOS), and they have learning themes that they work on, not just running, climbing, tumbling ect.  They are currently working on learning the alphabet and rhyming.  Last week the teachers hid letters throughout the gym and sent the kids to find them.  Chase of course game back with his letter. 



In class they also did a weird rhyme with "Hickory Dickory Dock" with the parachute.  Oh did he love this activity.  He loves to hide, and he spent most of the time underneath, crawling from one side to another. 


This week they had the kids rhyme the word hat while walking on the balance beam.  Chase doesn't like the balance beam, so I'm not sure how that one all went, but in the car I had him tell me some words.  It was such a neat experience to hear him say: cat, mat, sat, rat.  Emma just repeated the words after him.  Too cute!! 


 

Sunday, February 5, 2012

Study Tools for Raisel's Riddle


DD is only with us every other weekend, so there is quite a bit of a break between each little unit.  I have been doing little things with the two younger ones to keep Cinderella fresh in their minds.  Earlier this week I took the book Yeh-Shen A Cinderella Story from China and sat down with them on my lap.  Chase immediately started to look for the fish.  When I asked him what the story was about he smiled his sweet little smile and said "A fish!"  I agreed with him, because he's right, in a way.  I then went through the book page by page and put the story in my own words - at his level of understanding.  Chase has Pervasive Developmental Disorder - NOS (a mild form of Autism) and a Receptive/Expressive Language Disorder.  Finding ways to get him to "get it" is a test in patience and creativity.  I broke the story down for him in small chunks.  After we were done I asked him some simple questions:

ME: What happened to the fish?  
Gavin: She killeded him.
Me: Who killed him?
Gavin:  the stepmommy did.
Me: What did Yeh- Shen ask the spirit of the fish?
Gavin: She was hungry.  She wanted food.
Me: What else did she ask for?
Gavin: ummmm, a dress and little shoes.

I would say that he listened and understood a little bit better this time around.  I plan on reading it to him again, repetition is the key for understanding in his particular case.
We pick up DD on Friday.  I think I am going to find a Perrault version of Cinderella cartoon and watch that with the kids before reading Yeh-Shen again, especially when I asked Donovan to tell me about Cinderella two weeks ago and he looked at me like I had two heads.  "I don't know, never heard of it?"  "You never even saw the movie?" I asked him incredulously.  I know we once had Cinderella II, but that was when he was a baby.  I guess if he has seen it, he doesn't remember.  Sigh, I love Disney's Cinderella, and then realized I don't have a copy of it.  I wonder how that happened?????

So here is the plan for this weekend:
  1. Watch some version of Cinderella (I would prefer Disney's version, we shall see.)
  2. Re-read Yeh-Shen
  3. Begin Filling out a compare/contrast worksheet.
  4. Read Raisel's Riddle
  5. Finish the worksheet
Watch some version of Cinderella
This is a great way to remind Donovan of the story and introduce it to Gavin and Mia.  I sure hope I can find the Disney version!!!


Re-read Yeh-Shen
Repeated reading is an integral part of increasing both fluency and comprehension.  Back in 1979 S. Jay Samuels developed the technique of repeated reading to "improve reading fluency on indicators such as word recognition accuracy, reading speed, and oral reading expression" (Samuels, 2002, p. 175).  Even the National Reading Panel in 2000 agreed that repeated reading positively affected fluency, reading speed, and comprehension among students learning to read.  It totally makes sense.  

Begin Filling out a compare/contrast worksheet
When I taught in the school system our district had each teacher place a copy of Bloom's Taxonomy somewhere in the classroom.  In addition to this we had to incorporate one of the six levels in each of our lesson plans.  I haven't thought about Bloom's Taxonomy for almost two years (that is when I took time out of teaching to finish my Masters degree and stay at home with my two kiddos.).  Today as I sat down to prepare my plans for this weekend Bloom's Taxonomy kept flashing through my brain.  





Now, this isn't the version they gave us, it was a boring wheel.  I love this one and am planning on printing it out, laminating it, and putting it by my desk to help remind me of a key to getting my three little ones to participate in higher thinking.  

Analyzing is an important part of learning.  When we investigate, compare, contrast, explain, identify and examine we participate in a “transactional  process in which students bring meaning to and take meaning from the books they read and discuss” (Tavers & Tavers, 2008, p. 90).   

Writing down how Cinderella, Yeh-Shen, and Raisel's Riddle are similar is a rehearsal activity for DD to prepare for his essay.  When he gathers his ideas and puts them in a visual format he will be able to recall the information needed.  For Chase I will prepare a worksheet with pictures on it that he can circle that will help him talk about what is the same and what is different.  


Read Raisel's Riddle/ Finish the worksheet
Pretty self explanatory!!!


Write a four paragraph essay 
My son DD doesn't like to read or write when he is with us.  I think because he only sees his dad and siblings so rarely he thinks the weekend should be going to the movies, Chuck-E-Cheese, or park.  I have started to do "Family Learning Times" so that he sees we are all learning together.  It is important for him to see the connection between reading and writing, and to be an example for his siblings.  I found a great format for a compare/contrast essay for DD that is simple to use and includes the chart he needs. Chase will draw a picture and then tell me the story in his own words, which is part of the Language Experience Approach.  I will dedicate an entire post to that next week.

Resources:


Samuels, S.J. (2002) Reading Fluency: Its Development and assessment.  In S. J. Samuels & A. E. Farstrup (Eds.), What Research has to say about reading instruction (3rd ed.). Newark, DE: International Reading Association, Inc.

Tavers, B.E. & Tavers, J.F. (2008).  Children’s literature: A developmental perspective. Boston:  Wiley and Sons

Saturday, February 4, 2012

Learning about Jewish Culture through Raisel's Riddle

Learning about the different cultural aspects of the different Cinderella stories has been quite rewarding.  There is so much to learn about those that are different from us, and being able to do it while reading a great picture book is awesome.  I know the first time I read Raisel's Riddle by Erica Silverman I had no idea that a holiday remembering the courage of Esther even existed in the Jewish tradition.  Granted, I am a Christian, but I do take note of the different religious holidays from other religions on the calendar and often will look them up because I am curious.  Knowing a bit about religion, culture, beliefs, ect often helps me prepare a curriculum that builds on diversity.  When I have been in the classroom it helped me incorporate literature that not only taught, but also gave some of my students something that they could personally identify with.  The smiles on their faces was always worth it when they read something that they knew about. 

So, what did I learn about Jewish culture as I read Raisel's Riddle?

The Talmud
The villagers would come to Raisel's Zaydeh for guidance because he was the village wise man.  He was a Talmudic Scholar - which meant he studied the Talmud - a collection of ancient Jewish discussions that previously had been part of their oral tradition.  These ancient writings contain Jewish law, customs, history, ethics, and philosophy.  It is said that "Among religious Jews, talmudic scholars are regarded with the same awe and respect with which secular society regards Nobel laureates" (Telushkin, 2012, para. 16).  Raisel's grandfather was well learned, and passed this respect for learning to his granddaughter.

Learning
In the book Raisel liked to study and learn with her Grandfather because "learning is more precious than rubies, more lasting than gold.  Rubies may be lost and gold stolen, but that which you learn is yours forever."  I really liked this quote as I read it, and it sounded vaguely familiar to me.  It took about thirty minutes of research on google to finally figure it out.  It is from Proverbs 8:10-11 found in the Old Testiment.  


Shiva
When Raisel's Zaydeh passes away the villagers bring her food.  This follows the custom of Shiva.  I read a great article by Donna Pilato called Funderals and Mourning Rituals for Christians and Jews.  In it she explains beautifully and simplistically how when someone passesthey go through a period know as Shiva.

Jewish tradition believes in burying the body as soon after the death as possible, as a mark of respect. After the funeral, a seven-day period of mourning, known as sitting Shiva, is held at the home of the mourners. Friends and community members bring prayers, condolences and support. All normal activities are suspended in order for the mourners to fully concentrate on their grief, so that they will be better prepared to re-enter life at the end of this period.

The first meal upon returning from the cemetery is called the seudat havrach, which is prepared by friends and neighbors for the mourners. Traditionally, the foods include eggs and other round objects, symbolic of life, hope and the full circle of life to death.

Throughout the period of Shiva, friends and relatives bring food to the mourners to eliminate the need for them to think about preparing meals. Those closest to the family will organize dinner preparations for the mourners. Friends and acquaintances will often bring cookies, cakes, fruit and other food.

Is Queen Esther the Jewish Cinderella?
 The Book of Esther in the New Testement tells of how  King Ahasuerus had a beautiful wife named Vashti, and during a celebration in his kingdom he ordered her to come forward and show off her beauty.  In those times it was immodest to show ones self off and Vashti refused to be put on center stage.  The King got mad and wanted to know what his wise men thought of this action.  They told him that not only did she disobey her husband, but wronged all the other princes in the kingdom.  They then suggested that he get rid of her as his wife and replace her.  

Esther was an orphan (just like Cinderella) being raised by her uncle Mordicai.  When the king began looking for a new wife Mordicai entered her into the contest (Kind of like trying on the shoe, or coming up with the best riddle to gain the attention of the prince). 
And the king loved Esther above all the women, and she obtained grace and favour in sight more than all the virgins, so that he set the royal crown upon her head, and made her queen instead of Vashti. Esther 2: 17
 Well, Esther kept it quiet from the king that she was a Jew, upon the urgings of her Uncle Mordicai.  Mordicai gained ill favor among Haman, one of the chief advisors of the king.  Haman devised a plan to execute all Jews to punish Moridicai for not bowing down to him, and the king was going to go ahead and let him  Mordicai went to Esther and asked her to speak to her husband on behalf of the Jews.  She fasted and prepared herslef and then with great courage approached the king (which could have been the death of her if he didn't summon her).  Well, she was beautiful, and she did "obtain favour in his sight" Esther 5:2.  She then asked the king if she could serve him and Haman a banquet.  During the banquet the king asked her what she would petition of him.  She then asked for her life and that of her people.  Haman was revealed to be evil, and instead of any Jew perishing - he was the one that was executed.

I love that it was a woman who saved her people.  Is shows when we stand up for what we believe in we eventually gain the respect of those around us.

So, back to the question "Is Queen Esther the Jewish Cinderella?"  I think so, the story does have a few Cinderella-esque aspects!  What do you think????

Purim
Purim is a celebration that commemerates the salvation of the Jewish people by one of their own, Queen Esther.  During this celebration Jews are commanded (there are 613 commandments) to read The Megillah, or the book of Esther.  They then party it up with feasts, drinking, music, plays, and beauty contests.  

Klezmer Bands
Klezmer bands are traditional bands that play fast paced music from Western Europe from about the 15th century (or the 19th) there is some disagreement about when it began.  The bands play at wedding and other celebrations. 
A pure klezmer band has no vocalist--it just turns up the volume and swings the music faster. Unlike rock, or African-influenced music, klez is made for dancing while holding hands, or dancing with a partner. It doesn't bounce, it flows. It swings, it cries. Ari Davidow
Food
Raisel prepares beet soup, roast duck, potato pancakes, and noodle pudding for the feast.  I'm gonna have to try some noodle pudding, it sounds yummy. 

Not sure is this is what his looks like, but the FoodNetwork didn't have a picture and my taste buds always perk up when I see something yummy

Ingredients

  • 1 pound broad egg noodles
  • 3 tablespoons butter, melted
  • 6 eggs, beaten
  • 3/4 cup sugar
  • 1 teaspoon salt
  • 1/2 teaspoon ground cinnamon
  • 1 teaspoon vanilla extract
  • 1/2 cup applesauce
  • 4 apples, cored, peeled, and thinly sliced
  • 3/4 cup raisins

Directions

Preheat oven to 350 degrees F.
Cook noodles according to package directions. Return noodles to pot and coat with melted butter.
In a bowl, combine eggs, sugar, salt, cinnamon, vanilla and applesauce. Mix into noodles. Fold in apples and raisins.
Pour noodle mixture into a 9 by 13-inch buttered baking dish. Cover with aluminum foil and bake for 30 to 35 minutes or until set. During the last 10 minutes of cooking, remove foil cover to let brown. Serve at room temperature.



 

Ingredients:

Instructions: 1. In large bowl stir together Simply Potatoes, Better'n Eggs, flour, green onion, pepper, salt, and baking powder.
2. Heat 1 tablespoon oil in a 12-inch nonstick skillet over medium heat. 
3. Cook 4 latkes at a time: spread 1/4 cup potato mixture for each latke into 3 1/2-inch circles in skillet. 
4. Cook 4 to 5 minutes, turning once. Repeat with remaining potato mixture and add oil to skillet as needed. Season with salt and pepper if desired.




by Claudia Roden


Ingredients



2 lbs (1 kg) raw beets
A little salt and pepper
Juice of 1 lemon
2 Tablespoons sugar or to taste
6 peeled boiled potatoes (optional)
1 cup (250 ml) sour cream to pass around
Peel the beets and dice them. If they are young, that is easy to do. If they are old and too hard to dice, simply cut them in half and, when they have softened with boiling, lift them out, cut them up, and put them back in the pan. Put the beets in a pan with 9 cups (2 liters) of water and salt and pepper and simmer for 1-1/2 hours.

Let the soup cool, then chill, covered, in the refrigerator. Add the lemon and sugar to taste before serving (these could be added when the soup is hot, but it is more difficult to determine the intensity of the flavoring). Remove some of the beet pieces with a slotted spoon if it seems like there are too many of them and keep them for a salad.

Serve, if you like, with a boiled potato, putting one in each plate. Pass around the sour cream for all to help themselves.
VARIATIONS:

When the soup is served with meat to follow, and the sour cream cannot be added, it is usual to thicken it with two egg yolks. Beat them in a bowl, add a little of the boiling soup, beat well, and pour into the pan, beating all the time. Take off the heat at once, before the soup curdles.

There are dozens of different Russian and Ukrainian borschts. These are rich hot soups made with a number of ingredients, including meat, cabbage and potatoes, carrots, onions, celery and parsnips, sometimes spinach or sorrel, tomatoes or mushrooms, leeks, dried beans, apples, and dried fruit. The common ingredient, which gives them their name and their color, is beets.

The Book of Jewish Food, by Claudia Roden. Copyright 1996 by Claudia Roden.

References:
Davidbow, A. (2011) Klezreport retrieved February 4, 2011 from  http://www.klezmershack.com/articles/klezreport.86.html

Pilato, D. (2012).  Funerals and mourning rituals for christians and jews.  Retrieved February 4, 2012 from http://entertaining.about.com/cs/etiquette/a/funeraletiquett.htm

Telushkin, J. (2012). Telmud/Mishna/Gemara.  The American-Israeli Cooperative   Enterprise.  retrieved February 4, 2012 from http://www.jewishvirtuallibrary.org/jsource/Judaism/talmud_&_mishna.html