Tag Archives: librarians

Transporting Students Into the Past With Historical Fiction

What teaches you the perspective of others… the struggles a society may have suffered, the demands of distant cultures, or about an era so far removed from our own, that you are forced to wrap your brain around a different logic?

HISTORICAL FICTION is such a beast. It transports you into the past where life and a culture previously existed. You become part of a world where you walk-the-walk alongside characters dealing with the trials and tribulations of an era long gone.

Creative Commons Read Aloud

When I was in college, we were introduced to Jim Trelease, an educator who stressed that reading aloud builds students’ imaginations and improves listening skills. It also gives them a love of books.

I have read many books aloud to my classes ranging from 4th to 8th grade since my first year of teaching. (In case you aren’t aware, read-alouds are in addition to students’ regular reading and work that is associated with it, not a replacement for it.)

Last school year as a teacher, I used historical fiction to bring life to the social studies curriculum. I correlated our read-alouds to what was going on in their social studies lessons.

I read the section first with my best dramatic voice, and  asked comprehension questions along the way. We stopped, occasionally, for someone to look up a more challenging vocabulary word in the dictionary.  They identified locations on maps; they researched details to know more about a related topic; they ate foods that we read about.

A good portion of the class asked if they could take notes. Before long, everyone was recording in their journals, which supported their required writing and reflection afterwards. As a teacher, I know that annotating their thoughts helps them to develop a stronger understanding of the material and organize the details.

The best part were the discussions sparked by the stories themselves. They were meaningful and thought provoking. Mini-lessons to further understanding were also part of the process.

I collected their journals every week to do a quick check for comprehension and to assign an effort grade. If a student was absent, they picked-up the book and read the pages they had missed. At the end of the book, they took an assessment test. Many reported that our read-alouds with social studies was their favorite subject.

In Blood on the River: Jamestown 1607 by Elisa Carbone, we traced the journey from England to the coast of America on our map. We focused on how the colonists grappled with the hardships of the Jamestown colony as it struggled to survive, discussed their governing laws, and debated how business sponsored the settlement.

We also learned about the introduction of slave labor. When we got to the 13 colonies in social studies, there wasn’t a student in the class who didn’t understand what was involved in starting a new world.

In Under Siege! by (me) Robyn Gioia, we continued our discussion of how European nations were expanding into the New World for resources and the conflict between early colonial groups maneuvering for control.

In the story, my class learned about one of U.S. history’s best kept secrets: the 1702 English attack on the Spanish settlement of St. Augustine, Florida (a city later recognized as America’s oldest). Students deal with the angst and hardship of being under siege inside a fort surrounded by a superior enemy. At the heart of the story is survival and loss, war, friendship and adventure.

In Chains by Laurie Halse Anderson, we see the colonies through the eyes of a slave girl. There were many discussions on the ownership of peoples and the burdens they bore, the dependence of society on slave labor, the laws governing the colonies, the discourse between factions, and the devastating hardships of war.We continued our read into the next book in the series, Forge, which deals with being a slave and a soldier coupled with the realities of war.

Johnny Tremain, by Ester Forbes, was not used as a read-aloud for the entire class. It was read by one of my literature circles. Those students were quick to jump in with further details about the Revolutionary War during open discussions. Insight into the Sons of Liberty was a favorite topic.

There are many wonderful historical fiction books out there. The problem is narrowing it down to just a few. Interacting with history through read-alouds is an excellent way to build conceptual knowledge and for students to internalize the intricacies of that era long ago.

 

 

 

 

 

 

Happy Clerihew Day!

What is a Clerihew, you ask?

It’s a comical poem made of four lines – two couplets and a specific rhyming scheme, aabb. It was created by Edmund Clerihew Bentley (1875-1956) at the age of 16 and duly named after him. In a Clerihew poem, the first line names a person with the end of the second line rhyming with the person’s name. Most often, these poems make light of or take the serious out of the person being focused on. They’re funny and light-hearted.

If you’re unfamiliar with rhyming scheme and all the differences, here’s an informative video for you to peek at.

How does Clerihew poetry play into middle schoolers reading and writing? Just that – play. And it can actually play into more than the R and W of school, too. Clerihew poems are all about being silly and causing giggles. They’re all about fun and seeing things in a different way.

Everyone is probably familiar with Garfield the cat. He’s lazy, overweight, has an aloof attitude about life and pretty much everything. His constant picking on Odie in the comic strips is presented in a silly or funny way, even though some of Garfield’s actions really aren’t funny.

That’s what a Clerihew poem does. It takes a person (most of the time famous or well-known) and sheds them in silly or humorous shadows, presenting them in an altered way. It makes light of who they are and shows the flip-side of that person in a nice way. By doing this, it forces the writer to see more than is visibly there, plugging into their creative mind and exploring possibilities. What a great exercise to have middle grade readers/writers do. And they can be silly to boot!

Here’s an example:

Garfield the cat
On his rear he sat.
Eating lasagna galore
All about the decor.

Copyright © 2000 James & Marie Summers

Here are a couple videos about the art of Clerihew poems I think you might find helpful. Here & Here. Take a view and then try an exercise with your students or kids. I remember doing exercises like this with my kids to pass the time as we traveled to yet another of their travel hockey or soccer games.

Have you ever written a Clerihew poem? Why not give it a try in the comments and share? We’d love to read!

Video Conferencing: Authors at Your Fingertips

Author S A Larsen

You’ve just finished reading a fantastic book with your class. The kids are engaged and the story is the topic of conversation. Go beyond the traditional project or book report and transport the author to your doorstep.

The Digital Age:
We live in a digital age, and fortunately for our schools, many authors are available to video conference. Location and time differences are no longer a deterrent. Many authors list video conferencing information on their websites. An internet search can also help you find available authors. Some authors charge a fee and some don’t. Chat with your author to see what terms can be reached. Link To Mixed-Up File Authors

If your school doesn’t have a budget for author presentations, be creative:

  • Take book orders from the students. Many authors are happy to sell and ship personally signed copies.
  • Ask the PTO to purchase class sets for the grade levels.
  • Offer to post  a review of the book on strategic websites.
  • Feature the book in the school newspaper or on the school website.
  • Post the book and video conference snippets on the school Facebook page.
  • Display the author’s name and book title on the school billboard.
  • Invite your local newspaper columnist to cover the class video chat.

Have fun and don’t be afraid to use your imagination!

Annabelle Fisher, author of The Secret Destiny of Pixie Piper, Skypes with a class of readers

So, you’ve booked the author. Now what?

Ask the author:
First, ask the author what they offer. Some will talk about their book and the background it took to write it. But, if it’s a science author, they may have a favorite demonstration to share. If it’s a picture book illustrator, they may draw the character for the kids. If it’s a fantasy author, they may demonstrate how to create imagery through descriptive writing from a new world.

Does the author request questions before the video conference? This helps the author give informed and well-thought-out answers. Poll your students. What do they want to know? Was there a fascinating section of the book they wanted to know more about? What about behind-the-scene events? Why did the author create a certain character? Did the author use traits from real people? Were any of the events in the book part of the author’s life? Were there unanswered questions in the story line? Help students focus their questions so they pull out unique elements of the author’s work. This is the benefit of video conferencing. You have the author’s ear! When conference day comes, let the students take turns asking the questions.

Student Created Games

Do students have something to share with the author? 

Did they create a skit? Did they write an alternative ending to the story or insert a chapter in-between? Did they write a quiz show or create a game that targets details from the book? Did they create trading cards of the different events and characters? Or perhaps your students would like to dress in character and the author has to guess the character’s identity.

Using Google Maps with author interview:
Also, consider things like Google maps. Students have the ability to bookmark a location on the world-wide map with their own information and facts. This is a great option for historical novels or any story that travels. Consider having students interview the author about the different locations and the importance of each site. Besides being a great project where students research and enter information on the world-wide map, people from around the globe get instant access to the information your students have entered. Extend the project by collaborating with other classes (from anywhere in the world) and build a map together.

Before you read:
Think forward. Invite the author beforehand to share background information and tidbits before you start reading. Why did they write this book? Did they face challenges? Does the story relate to their own life or the life of someone else? Who or what influenced them? Meaningful introductory conversations set the stage for an engaging beginning.

Authors love sharing and the age of video conferencing has opened up a new set of doors.