Reflection In Reading

Children’s fantasy novels are an effective tool to use in the classroom because they are riveting and keep the students’ attention. However, teachers must draw on them effectively, to make students aware that what they learn is meaningful. An example of this is the novel ‘‘The Last Apprentice: Revenge of the Witch’’ written by Joseph Delaney. In this novel, there are various valuable morals to teach, to any high school or elementary school reader. In this essay, I will demonstrate how Joseph Delaney’s fantasy novel ‘‘The Last Apprentice: Revenge of the Witch’’ enhances children’s ‘‘world knowledge ' ', by using Tom as a surrogate to teach perseverance and facing fears; thus, leading to personal fulfillment. I will illustrate how teachers can use Tom’s perseverance to show the students how this allowed him to attain his goals and that they can do the same. As well, I will demonstrate how teachers can work with facing fears to show students that this will lead to personal satisfaction and growth.When exploited in the classroom, Joseph Delaney’s novel allows students to observe how perseverance can benefit them in attaining their personal goals. Even in the most demanding situations, Tom, the Spook’s apprentice, must have the courage not to give up. He must stick it out even though he does not think he has what it takes to become a Spook, which he later discovers to become his calling. Attaining this goal leads to personal achievement. Teachers can use this moral of the story

Write essay answers, providing examples from the stories, for the following questions. Submit your assignment to D2L and bring a hard copy to class on November 2

To ensure that the students clearly grasp the theme of the previous day’s story, the students and the teacher went over this. Once the teacher had a clear understanding that the students can use character development to identify the theme of a story, she placed the students into three different groups and gave them

Students will be reminded of its characters and how their actions made an impact upon the story's events. The teacher will model the activity by using examples from the prior text to support an interpretation of a given character's actions.

Think about how your favorite stories began. In what way did the author start the story to catch your attention? What was it that made you want to cheer for the main character, the hero, as he or she ventured out? Open your digital notebook and describe your strategy and the reading skills you will use to succeed in this lesson.

2. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (3.RL.3)

This type of activity requires the students roam around the room and revisit the different stories, the author's style and retell the stories to each other in order to sequence the events. It will provide additional time for the student to recall the stories.

    I assisted with Ms. Martin’s first period English I class on September 23, 2017. The class began with a bell ringer related to the short story, “Lamb to the Slaughter” by Ronald Dahl which had been read in class. The assignment projected on the smartboard requested that students explain the difference between verbal, situational, and dramatic irony and find examples of each in the story. After a class discussion of their answers, the students drew a plot diagram in their interactive notebook. Then students mapped the story (identifying exposition, incremental action, climax, falling action and resolution). Earlier, Ms. taped a piece of paper with one of the story elements under one of the desks in each group. Students were asked to draw an illustration demonstrating that story element in the story.

-The main idea of this story should follow them after this lesson is over. Believe in yourself, no matter what challenges you face. The learners will want to access their prior knowledge whenever an issue arises similar to the one in the story.

Through literature circles, Mrs Kandel had us read many books such as A Wrinkle in Time, Number the Stars, and many more stories. Some of these novels we dreaded, while others we fell in love with. She would sometimes let us read the novel with “POPCORN” so everyone got to read whether they only read the limit of two lines or the student read until she made you give up their turn. Each story, showed us the different ways that stories can be told or written. Another activity that

Storytelling is such a powerful tool that is used to share past and present experiences around the world. Storytelling can create connections between people and allow people to find their true selves and be able to understand another person’s perspective. The power of storytelling is an integral part of the course, Core 102: Explorations In or Out?, because this course is all about putting yourself into someone else’s shoes and being able to see through the experiences of others in literature. The course makes students think about the experiences of others from various groups and walks of life through literature. Two texts that best highlighted the experiences of others who were considered “out” are Don Quixote and Balzac and the Little Chinese Seamstress. Those texts from the course are ones that made me reflect, put myself into someone else’s shoes and be able to see the experiences of others through literature due to the books both covering the topics of inner exploration, how people transform and grow through the relationships they build with others, and seeing various, unique perspectives on how others view the world around them.

Invite students to share their ideas and thoughts about the selection. To encourage student responses, the following questions may be asked: Where and when does the story take place? What is your impression of the characters? What are the problems that exist in the story? What message (theme) is the author trying to communicate to the readers? What relationships exist among the characters? From whose point of view is the story being told? How are the problems resolved? And, how does the story conclude? Asking questions

Strategy: The teacher should read the book title and explain the title in brief. Then, the teacher should continue to read the entire book to students and ask students to form groups and identify major ideas and concepts in the story. The teacher should stop and ask questions as he continues to read the book. At the end of the reading, the teacher should ask students to share their ideas with the class and explain the ideas that are related to the story.

When most students get assigned reading assignments, they fear that they might get a horrible story, but “Tell-Tale heart” would be a great story for those who fear those horrific grade drowning assignments.

Instructional Activity: For this book, I would use it as a read aloud in a second grade classroom and at the end of each day of reading I would have the students answer a writing prompt form something we read about. This would be a great activity to improve the students’ writing skills and get their creative minds working.