Jane Yolen Owl Moon Analysis

The purpose for writing/signing, the target audience and the context are clear in relation to the learning task or activity

o Teacher reads book to the class allowing time for children to reflect on the book and link it to their personal experiences. o Discuss with children the illustrations and the significance of dot painting in Aboriginal culture. Focus of the learning experience: o Put selected sentences from the text on sentence strips and read the text to the class.

I teach a foreign language to beginning learners and I need to use a lot of gestures and dramatization to help students understand what I’m trying to pass across. However, I do see that my ability to be clear still needs a lot of work.

When most people hear of New York, they mostly think of the “Big Apple” otherwise known as New York City, but not many think of Buffalo, New York. Moon Over Buffalo was just recently performed in the Gloria Logan Auditorium under the direction of Paul Bird. Moon Over Buffalo is a delightful play taking place the green room of a theater in Buffalo, about Charlotte and George Hay, their daughter Rosalind, her fiance, Howard, ex-fiance, Paul, George’s supporting actress and one-night-stand, Eileen, Rosalind’s nearly deaf grandmother Ethel, and Richard, the theatre company’s lovesick lawyer who is courting Charlotte. The script follows the cast through many twists and turns in show business, that lead up to frantic chaos, but ultimately results in a happy ending that is funny, and enjoyable. I believe that this was a worthwhile production to put on as well as go to see.

The film, Moonrise Kingdom, follows the story of two 12 year olds in New England, Sam and Suzy, who run away together to an island in order to pursue their loving relationship. A search party for the pair ensues before chaos can erupt due to an oncoming storm.

Do you ever find yourself wondering how you can form a better connection with your students? You are not alone. In her book, Bad Guys Don’t Have Birthdays, Vivian Paley looks for ways to improve her teaching methods and connect with the children in her class. After coming in contact with a school director that was a fan of promoting abstract thinking, Paley noticed that she was neglecting to take her students’ ideas into consideration and in many instances, focusing more on what she knew to be the answer rather than how her class solved the problem. To change her teaching style, Paley thought it would be better to immerse herself in the many different perspectives of her preschool class rather than presuming that she understands

We entered the room towards the middle of story time, but throughout the remanding reading I noticed a few things. During the reading, the teacher spoke in a monotone voice and had little facial changes. As a child, I remember getting read to and how exciting it was to hear the different voice octaves in the speaker’s voice as they told the story. When the character was saying something exciting her voice, tone, and facial expressions should have changed to represent that excitement. This animation would grab the child’s attention and further build the student’s interest in reading. Additionally, I noticed how half the students seemed to be into the book, eyes focused on the teacher and/or making comments about the book when they felt necessary. On the other hand the rest of the students seemed less focused with wondering eyes that seemed to frequently find us in the back of the room. I didn’t fine my observations during story time too telling because the students were still getting use to us being

Wes Anderson’s Moonrise Kingdom uses elements of cinematic style to create a lively juxtaposition to the melancholy themes throughout the film. The audience feels cheerful throughout the film because of Anderson’s unique use of cinematography, sound, and mise-en-scene.

Hello, everyone! Today we are going to read a book and do a really fun activity. But before we do that, I would like to quickly go over my expectations with all of you. My expectations are just like

I went to the Art Walk event in Newberg and stopped by the Art Elements Gallery. I wanted to find a work that calls to me. At first I didn’t find much. The art was nice, but I didn’t get any special feelings on them. Finally, I spotted an oil painting on a wrapped canvas. It was called Full Moon. The work was created by Oregon citizen, Marilyn Higginson. It’s still hard to express what I felt when I saw this painting, but I felt a sense of peace when I saw the tranquil setting of the painting. My aesthetic scanning will give a description of the work, analyze the craftsmanship, the art elements, the art principles, and give my interpretation on the work.

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

Perkins makes frequent use of contrast to explore ideas in One Night The Moon. Discuss.

In the poem ‘Moon’, Kathleen Jamie explores themes of abandonment, loneliness and disconnection. She does this by utilizing a clearly dysfunctional relationship between a mother and child. The child replaces the either mentally or physically absent mother with the presence of the moon. To explore the emotional distance between child and mother, the author uses dark and light imagery to empathize the child’s loneliness and to evoke the scene of a parent visiting they child late at night. Personification of inanimate objects illustrates the detrimental effects the unavailable mother has on the child’s mental wellbeing. The poem ends with dialogue from the protagonist, the child, pointing out that the moon is not her mother, as if to be

In terms of education, talk can be defined as everyday uses of spoken language and it refers to the act of both speaking and listening (Bearne, 1998). (Mercer, 1995)categorised talk in three ways; cumulative, disputational and exploratory. Cumulative talk is when pupils work together in pairs to gain a shared knowledge about a subject, disputational talk is mostly short controversial utterances in the form of a debate and exploratory helps people work together by using each other’s ideas critically. Mercer’s three categories of talk are examples of the types of talk that can be found in the classroom environment. This essay will consider will examine the importance of the talk in the classroom and the challenges of it, with specific reference to storytelling.

The clinician used magnets on a cookie sheet to line up the seasons. The clinician would then introduce some aspect of a season and the child would have to sign which season that aspect belonged to. The goal of this activity was expressive and receptive language. The clinician would say things like "good listening" and would give the child praise when she would sign the correct season. The next activity was going fishing. For this activity the child had to pick up a fish with a plastic fishing rod. The clinician would then sign the color and then the sign for fish. On each fish there were sounds that they worked on. The clinician would say the sound and the child was to repeat the clinician. The clinician tried to elicit the /b/, /p/, /m/, and /g/ sounds from the child. The clinician used visual and tactile cues to try to elicit the sounds from the client. For example, when working on /g/ the clinician would put her fingers on her throat and then on the child's throat. The child was not interested in working on sounds. She was distracted by the fish, and even though the clinician would hide the fishing rod, the child would still grab the container and reach for the fish and then