Informational Text: Moonshot

moonshotbooksmall

Part 1: 

Floca, B. (2009). Moonshot: The flight of Apollo 11. New York: Atheneum Books for Young Readers.

Information Text, can be read to ages 4+

Recommended for grades 2-4.

Part 2: 

This book is amazing. It is beautifully crafted and filled with tons of valuable, teachable information. Brian Floca’s work is absolutely stunning. This book teaches students about the flight of Apollo 11 which is so famously known. However, it is almost unheard of for the younger generations.

Personally, I was not alive when Apollo 11 happened. However, it is a huge part of the United States history. This is also really important for everyone to have knowledge of.

The issues raised in the book are about hardships and being an overcomer. It also allows students to set a goal for themselves and accomplish it. This was a huge goal for the United States to set, yet they did and they accomplished it without ever giving up. This is a valuable lesson for children to learn.

Part 3: 

This book follows Apollo 11 throughout its journey. The setting is obviously in space. There is a lot of information children could learn just from the pictures and instead of the text of the book. This book does have a lot of important themes such as never giving up, setting goals for yourself, believing in yourself, doing what you love, and always trying your best.

Part 4: 

Before teaching this book to the class, I would give background knowledge to the students on Apollo 11. I would explain to them that Apollo 11 was when the first man, Neil Armstrong, walked on the moon. From Apollo 11 came the famous line, “One small step for man, one giant leap for mankind.” The goal and mission of Apollo 11 was set by John F. Kennedy in 1961 where he wanted a crewed lunar landing and return to Earth. This was the objective and Apollo 11 and they accomplished it.

Lesson sketch:

After reading this book to children, we would do a lesson on the moon and how far it is from Earth, and about what is like to be an astronaut. As a class, we would discuss the moon. We would discuss how the moon is Earth’s only natural satellite. It contributes to the tides we have on Earth, it influences Earth’s cycles, and climate. We discuss that the Earth is 238,900 miles from Earth. Then, we would go into what it is like to be an astronaut. I would visit this website to show them what it is like to be an astronaut: Astronaut Website. Then, we would create a little flip book on Apollo 11 including facts of the mission.

Resources:

Apollo 11 Information

Brian Floca Website

Integrating Science and Children’s Literature

3 Discussion Questions:

Why is Apollo 11 important?

Who was the first man to walk on the Moon?

What does the moon influence (on Earth)?

By raquelgomez3

Challenged/Banned: The Lorax

51sm5e2by7kl-_sy344_bo1204203200_Part 1:

The Lorax. (1971). New York: Random House.

Challenged Book, Grade 3

Part 2: 

The Lorax is a really cute and entertaining book for children. It is presented in a fantasy land type setting where little troll-like creatures live. It discusses the issue of the environment and how if all the trees were gone then a lot of the insects, bugs, and animals would be gone too. Although I don’t have personal connection to the book, I really enjoyed reading it.

When reading this book to children, there are a lot of prompts that could be given. For example, asking them what kind of person do they think the once-ler is? Why is the little boy asking about the lorax? What do you think is the mystery of the lorax? Why do you think the once-ler is telling the little boy the story? Do you think the little boy will plant the trees?

Part 3: 

The Lorax is a very good teaching book in terms of teaching parts of a story. Since this is a story about a story it is challenging to dissect the parts of the story. So this would be a good story for children to look at and evaluate. The plot of the story is that the Once-ler moved into Thneed-ville and he cuts down all the trees. He is in constant conflict with the Lorax who speaks for the trees. The once-over becomes greedy  and his entire family moves to Thneed-ville since they learned they can make money from the trees. In the end, the Lorax is forced to move and leave his life in Thneed-ville since there are no trees. The once-ler is telling the story to a little 12 year old boy named Ted who now holds the secrets of the Lorax and is holding the seeds for the future.

Part 4: 

Lesson sketch: There are tons of lessons you could do with students on The Lorax. Teachers could do lessons on pollution of the Earth discussing water and air pollution, students could discuss greed, students could discuss energy products vs. natural products, students could discuss ways humans pollute the Earth, etc. Students could also discuss the differences between pollution such as noise pollution, air pollution, water pollution, etc. Students could come up with a way to “Save the Earth” and they could campaign it around school. Students could also try to test out their idea at school. For example, if they want to make the school cleaner. They could pick up extra trash and remind students to do the same.

Lesson objective: Students will be able to identify at least three different types of pollution. Students will be able to name one way to help the Earth (ex: picking up trash, not wasting water, etc.).

Links to outside resource:

Scholastic Lesson Ideas for The Lorax

Dr. Seuss Website for The Lorax Lesson Ideas

The Lorax Activities and Printables

Free Lorax Lesson Plans

The Lorax: A Guide to Lesson Plans

Discussion Questions:

Who is the Lorax?

Why does he “speak for the trees?”

What kind of person is the once-ler?

How is the once-ler harming the environment?

By raquelgomez3

Graphic Novels: Can’t We talk about Something More Pleasant?

Part 1:

Chast, R. (n.d.). Can’t we talk about something more pleasant?

Graphic Novel for Young Adult Readers. Grades 9-12.

Part 2: 

Can’t We Talk about Something More Pleasant? by Roz Chast is a great graphic novel. It is a memoir based off Roz Chast’s final years with her parents. She discusses the ups and downs of taking care of sick, elderly parents. Before reading the book, I thought it was going to be about the parents not understanding why the media discusses all the horrible actions happening in the world. Actually, I was wrong. It was about how the older we become the closer we are to death. While everyone knows this to be true, we don’t really want to think about it. Roz Chast discusses this difficult topic in a humorous way while still bringing the seriousness of it. Chast goes into depth on her parents last years on Earth. Her parents were in there late 90s when they passed. George, her father, was 95 and her mother, Elizabeth, was 97. The book displays Chast’s heart through this difficult times and how she overcame them. This is a good book for high school students because they may have experienced the loss of a loved one or have seen someone lose someone they love. Not only does it discuss death, but it discusses how sometimes life doesn’t go your way. It goes into her parents life which was filled with grief and tragedy. Before Roz was born, her parents lost a child. They experienced heartache after heartache. Since they did experience so much, they took out a lot of rage and anger on Roz. She discusses this in the book and how it affected her. Everyone can relate to this book at some point in their life.

I thought this book was done well. She didn’t bash her parents for the way she was treated. However, she proves that you can move on from a difficult childhood. This book allows students and adults to realize they will control their adulthood. I feel this is crucial for students in high school or early college. Since they are searching for themselves, they will be able to see through Roz Chast that they control their destiny.

I really connected to this book because I didn’t have the best childhood. When I had my first child, I vowed I would give my children the best life possible. I don’t ever want my children to feel the way I did when I was younger or feel that hurt. I feel this way for all children. Just because they had a hardship or a rough childhood doesn’t mean that is there fate. Just because someone told them they are not smart doesn’t mean its true.

This issues raised in the book are really important for young adults. These issues are dealing with uncomfortable physical intimacies, adult children accepting parental roles, aging and unstable parents leaving a family home for institution, managing logistics, and hiring strangers to provide the most personal care. Almost all young adults can relate to one of these themes either through themselves, a family member, or friend. Even if they can’t, it is important for them to become familiar with them because they might come across these situations in the future.

The issues in this book can be very sensitive for some students. I would approach them with ease. I would ask students some questions, but have them write the answers down in a private journal. I would ask them how they can relate to the book, if they have gone through a situation like this, I would ask them to find the positive in the situations that they wrote down.

Part 3:

The setting, plot, theme, style, and point of view all go along with the story line perfectly. There is no particular setting in the memoir since it discusses how entire life. However, mainly it takes place in her parent’s New York apartment. The plot of the book is how to deal with the curveballs of life. The style of the book is very light compared to the topic. She lightens it up with a cartoon look. The point of view of the book is from Roz Chast.

Part 4:

Lesson objective:

Students will identify two traits in themselves and write a five paragraph essay on how they are going to create a vision for their lives despite their circumstances.

Activity:

Students will learn about themselves through this book. They will identify two traits they love about them and two traits they need to work on. Once they do that, they will look at why they don’t like the two traits about themselves.

For example: If they say they love their personality and that they are outgoing. Then, the two traits they don’t care for are they lack confidence and determination. Then, they will evaluate these traits. They will come up three solutions to change how they feel about themselves to a more positive light.

Three solution ideas: They will walk with confidence, they will believe in themselves everyday, and then they will reach out to others who feel the same way.They could go out into the community and help others who feel this way too. They will try out their solution ideas for a week. Then, they will write a reflection on the experience.

Then, they will write a five paragraph essay about their experience. The essay must have correct grammar usage, spelling, punctuation, etc.

Questions:

  1. Why do you think Roz Chast felt this way?
  2. How did she change her fate?
  3. How can you change your fate?
  4. How can you learn from your past or mistakes?

Outside Resources:

Roz Chast Memoir Summary

Roz Chast Website

Roz Chast Cartoon Memoirs

By raquelgomez3

Pre-90’s Young Adult Book: The Baby Sitter’s Club

Part 1: 

Martin, Ann M. (1986). The Baby Sitters Club: Kristy’s Great Idea the Classic Edition. New York: Scholastic.

Young Adult Pre-90’s Book.

Grades 6-8.

Part 2: 

I remember this book from my childhood. I believe I read them then, but I could not really recall the storyline. I had some at home, so I decided to read it. It was an easy, fun read. While reading the book, I learned about the “Baby sitter’s club” members who are Kristy, Claudia, Mary Anne, and Stacey. These four best friends are in the business of babysitting. This teaches them responsibility, team work, money management, and how to deal with real life situations. Kristy is the “President” or leader of the Baby Sitter’s Club and runs a tight ship. She founded the baby sitting buisness and her friends are the co-founders of the Baby Sitter’s Club. Claudia is the Vice President and is a Japanese-American who loves to paint and is constantly comparing herself to her genius sister, Janine. Mary Anne is the Secretary of the Baby Sitter’s Club who wants to be who she wants to be, yet her dad shelters her like a baby since her mother passed away when she was young. The Baby Sitter’s Club teaches several morals to children such as being different is a good thing, your thoughts matter, you are important, people make mistakes, and much more. These are valid thoughts and thoughts middle schoolers need to here.

This book is great in several ways. First, multi-culturally it teaches about people from different cultures since Claudia is a Japanese-American. Martin touches on Claudia’s Japanese roots throughout the book. It also displays the importance of sticking together through the friends. They have to lean on one another through difficult times of baby sitting and in life. The book also touches on responsibility. These girls are only in 7th grade, so about 13-14 years old, in the first book. They have to become responsible for the children they babysit.

I connected with this book because I remember it from my childhood. It was like “the” book to read. I also connected with it because it reminded me of my friends from middle school and high school. We were super close like they were, and just their real life connections allowed me to connect with the characters in the book. The issues they faced, the struggles they went through, and the joy they created together is something I think every teenage girl can relate to.

The issues in the book are issues that most people deal with. The non-traditional family is addressed in this book. Kristy’s mother is dating a new guy, Watson Brewer, who Kristy is leery of. She is this way because her father walked out on them leaving her mother to raise four children on her own. She doesn’t want her or her family to be hurt again. This is something a lot of teenagers go through especially in the world we live in today. Single parent families are very common. Another issue is the girls realize how much they really got into when starting the baby sitter’s club. Since they already made the commitment, they cannot turn back now. This is an issue the girls resolve during the book.

Part 3:

The setting, plot, theme, style, and point of view are all perfect for the message of the story. The lesson of how people are all unique, be true to yourself, and take responsibility for your actions is great for this age group to learn. The setting of this book takes place in their hometown of Stoneybrook. The point of view is from Kristy, the President of the club. Each book has a different point of view based on the character the book is focusing on.

Part 4:

This book could be integrated into a math lesson. When teaching how to save money, you could read this book. This book also describes life lessons and morals, students can learn some basics of starting their own business, how to work as a team, etc.

I chose to use this as an integration of a math lesson.

Lesson Objective:

Students will understand how to save money, learn money management, and how to be responsible.

Discussion Questions:

  1. Have you ever started a “club?”
  2. Have you ever wanted to start a club? If so, what kind of club?
  3. What encounters have you experienced where you had to do something, but didn’t want to?
  4. Have you ever jumped into something but realized it was too much to handle?
  5. What does responsible mean?
  6. How can you show responsibility?
  7. Have you ever tried to save money for something you really wanted?
  8. What are some ways you could earn money?

Resources:

Scholastic’s Baby Sitter’s Club Website

Ann M. Martin Study

Ann M. Martin Interview

Ann M. Martin Blog Biography

By raquelgomez3

Batchelder Book

Part 1: 

Hurlimann, Ruth (1973). The Cat and Mouse Who Shared a House. Prentice Hall Press.

Batchelder Award Book: Translated from German by A. Bell.

Children’s Picture Book for ages 4 and up.

Part 2:

Before reading The Cat and Mouse Who Shared a House it is immediately known what the book is going to be about based on its title and the cover page of the mouse and cat on the front and around them is a heart. I perceived the cat and mouse to have a loving and caring relationship.

This book is filled with bright, lively pages. The illustrator, Ruth Hurlimann, is wonderful. She crafts each page of pictures to really depict what the author is saying. Since there are very few words in the book, you come to understand the relationship of the cat and mouse through the drawings. In the beginning of the book, the setting is winter time. So, the cat and the mouse have a pot of butter to share. However, little does the mouse know the cat is taking advantage of him. Throughout the book. the reader learns the cat is selfish, lazy cat who wants all the food to herself. This book is carefully crafted and well thought out. The illustrator, Ruth Hurlimann, spent a lot of time to bring life and tell a story through her pictures.

In my opinion, this book was really cute. It is a great book for children because they are able to “read” the body language of the cat and the mouse to understand the story. They also would be able to re-create their own story of what they believe the cat or mouse is thinking. This would allow them to use their imagination and be creative as well. For older children or teens, this would be great in the same aspects as it would for younger children. They could re-tell the story in their own way, try to guess what the cat or mouse is thinking, or do a skit on the book with their own twist. The greatest way this could help older children or teens, are those who are non-English speakers. This is an easy way to “read” without frustrating them.

While reading this book, a teacher could ask students:

-What do they think is going on in each characters head?

-Why do they share a home?

-Since they are an unlikely pair, how do you think they became friends?

-Do you think they have always been friends?

-Do you think they were ever friends?

And this list could go on…

Part 3:

The setting, plot, theme, style, and point of view are all perfect for the way the book was organized. The setting of the book is in a house during the winter. The message of the story aligns well with the message. The message of the story is actually quite sad because the cat and the mouse aren’t true friends. The cat takes advantage of the mouse in the house. The house is the setting of the story since this is where all the action happens. The point of view is third person.

Part 4:

This book could be taught as a way to help children learn to perceive pictures. This book would be taught as a lesson for young children. Since it is a mostly picture book, I feel like it would be hard to teach and would be better to compare it to another book. However, I would try to teach students a message of how the cat was selfish and greedy and how this affected the mouse.

Lesson Objective:

Students will understand how it is not nice to deceive someone and how there actions can really affect someone else.

My lesson would be for Kindergarten.

Discussion Questions:

-How do you think the cat felt at the end of the story?

-How do you think the mouse felt?

-Why do you think the cat would hurt her friend?

-Why do you think the cat tried to take advantage of the mousE?

-Why could they “never be friends?”

Standards-Based Activity:

CA ELA State Standards 2.3 Relate an experience or creative story in a logical sequence.

Students will relate an experience that have had or seen in their life that is similiar to the story. For example, when someone didn’t want to be their friend or a similiar experience.

They will write a small paragraph about it and how they turned it around. For example, Zoey didn’t want to play with me on the playground. It made me sad. I played with Lilly on slide later. It made me happy.

Then, they can draw a picture relating to the story.

Story elements could be taught for older children.

Outside resources:

Fairytale-Folktale Book Information

Story Elements For Older Children

The Cat and Mouse Who Shared a House

By raquelgomez3

Multicultural/Global: The Name Jar

Part 1:

Choi, Yangsook. (2001). The Name Jar. New York: Random House Children’s Books

Multicultural and Kindergarten through Second Grade

Part 2: 

Before reading the book, I believed it was going to be about a little girl who wanted to change her name to fit in. However, I quickly learned that The Name Jar is about a little girl, Unhei (pronounced Yoon-hye), and on her first day in America she realizes how many people mispronounce her name. She is confused as to why children mispronounce her name since she recently moved from Korea. On the school bus before the first day of school, children constantly tease her about her name by saying “‘Oh, it’s Yoo-hey.”  As she arrives to her class on her first day, she refuses to say her name to the class. She responds by telling them she will tell them her name next week. As school continues, the class begins a name jar where they write down American names that could be hers. Unhei is left is a predicament. She wants to be loyal to her family and country back home by sticking with her name, yet she wants to fit in with her peers. She sifts through the names in the name jar, yet she decides her name is her favorite. At the end, Unhei teaches her class how to pronounce her name.

This book is great especially for children who don’t understand other cultures. It helps break down the barrier of cultural tension between each other. It also displays how everyone is unique and each name is unique. Names display culture typically if you are hispanic your name might be or if you asian it might reflect your heritage.

I connected with this book in many ways. My name isn’t extremely unique; however, most people mispronounce it and say “Rachel or Rochelle.” I was never a fan of my name until recently. I like that it is not a super common name and that it is unique.Unhei didn’t change her name because she realized that made her who she was and that is special.

The issues in the book are about cultural diversity. I loved how the author displayed the struggle many immigrants or second generation immigrants go through. Whether it’s a language barrier, a cultural barrier, or a religious barrier, this book allows children to open their eyes to other and accept them for who they are.

Some prompts that could be used with children are asking the children what makes them unique, have them write a sentence or two about their family culture, and ask them what they are most proud of about their heritage.

Part 3: 

The setting, plot, theme, style, and point of view are all perfect for the message of the story. The lesson of how people are all unique and why are names are all different based on heritage. The setting of the book is in Unhei’s classroom which is relevant since the story is about her and her challenges with her new school. There are two points of view one from Unhei and one from the classmates.

Part 4:

This book could be taught in several ways. This book could be read when learning about other cultures such as African American (Martin Luther King, Rosa Parks, etc.), Jewish (Anne Frank), and many more. It could be taught to display how everyone is different, unique, and special in their own way. It could be used for teaching math (see lesson below).

Lesson Objective:

Students will understand other cultures and how to break barriers between each other.

Discussion Questions:

Do you know anyone from somewhere outside of the United States like Korea, Mexico, or another country?

If you could pick a new name for yourself what would it be? Or would you keep yours the same?

Why did Unhei choose to keep her name?

How do you think Unhei felt as she sat on the bus before her first day of school?

Resources:

Yangsook Choi Website

Name Jar Lesson Plan Idea 1

Name Jar Lesson Plan 2

Name Jar Lesson Plan 3

Name Jar Math Lesson Plan

By raquelgomez3

Caldecott Medal Award

Part 1:

Floca, B. (2013). Locomotive. An imprint of Simon and Schuster Children’s Publishing.

Caldecott Medal Award: Children’s Picture Book

Children’s Picture Book for Ages 4 and up.

Part 2: 

Before Reading Locomotive it is immediately known what the story is about, trains. It is a given due to its title, the cover page of the train on the front, and the maps in the pages before the cover page. The pre-cover pages dive into the rich history of the United States. There is a small section on the transcontinental railroad, the union pacific railroad, and a map of the Pacific Railroad of 1869. Floca discusses information about how the idea of building railroads was considered during the Civil War Era and shortly after the railroad became reality when President Lincoln signed the Pacific Railway Act.

This book was crafted with careful detail. It is brilliant. Each page is filled with vibrant, colorful illustrations. The font is perfect for the book when a character is “yelling” the font is in big letters. There is one page where it says “Chug-Chug Chug-Chug Chug-Chug!” and the font is imbalanced as if the font was moving the wheels of the train. When the mood of the story is quiet or the setting is at night time the pages are dark and gloomy, but when its morning or someone is excited the pages are vibrant and filled with life. The book travels through different scenes as if the reader was actually on the railroad visiting each city. The book starts off on the platform then the reader gets on the train and travels west to San Francisco.

In my opinion, I thought this book was awesome. It is not just a children’s book, but it gives details and information to adults as well. My son was given this book for Christmas and honestly we have never read it. I noticed it was a Caldecott Medal Book, so we read it together. It is rich with so much United States History. There are many details given in the book as well. The words chosen are very detailed and if there were no pictures, a reader would clearly be able to picture the story in their mind. I thought this was very unique.

While reading this book, my son and I discussed how during this time there were no cars, planes, or means of transportation like there are today. We discussed how there were animals (like horses and donkeys) that carried people on their backs or pulled wagons. Besides animals, people had to walk to get around. We discussed why they wanted to build the railroad. Depending on the age of the children, you could give general background information on how the Pacific Railroad Act was passed. My son is too small to understand how a bill is passed. We also discussed who drives the trains and what trains are fueled with. These are just a few prompts one could give while reading this book.

Part 3:

The setting, plot, theme, style, and point of view were all perfect for the message of this story. The lesson of how people transported themselves around. Why they wanted to move west mainly because most of them were searching to strike for gold. The setting of the book is the Pacific Railway and the book goes through each “stop” along the way. The point of view is taken from a traveler it is almost as if the reader is on the train with them.

Part 4:

This book could be taught in many ways. This book could be used as a lesson on the Western movement. When most people were headed west to strike for Gold in California. It could be taught when teaching on President Lincoln and how he contributed to the Pacific Railway. It could also be taught when teaching figurative language since there is a lot of alliterations, rhymes, and onomatopoeia.

Lesson objective:

Students will understand the purpose of the Transcontinental Railway.

Discussion Questions:

How does the author, Brian Floca, grab the readers attention?

Why do you think Brian Floca adds the extra information in the beginning before the story starts?

What is so important about the Transcontinental Railroad?

Why do you think Abraham Lincoln passed the Pacific Railway Act?

How did Pacific Railway Act benefit people during this time?

How do you think passengers felt while riding the train?

What does Brian Floca teach us in this book?

Standards-Based Activity:

Students will create a map or model of the Transcontinental Railroad using the book Locomotive.

They could use the endpapers of Locomotive and re-create their own map of the transcontinental Railroad or they could as a group (4-5 students each group) create a model of the Railroad.

Outside Resources:

Locomotive Lesson Ideas

Transcontinental History

Brian Floca’s Website

Teacher’s Guide for Locomotive

Brian Floca Blog

By raquelgomez3

Touch Stone Book Review

Young, Ed. (1996). Lon Po Po: A Red-Riding Hood Story From China. London: Puffin Books.

Children’s Book for Ages 4-8 or Pre-School to Third Grade

The Story of Lon Po Po is a Chinese version of the traditional European Fairytale of Little Red Riding Hood. This book is very similiar to the traditional European book as I expected it to be. However, there are three little girls in the book, Shang, Tao, and Paotze, instead of the traditional book which has one little girl. The Wolf tricks three little girls into thinking he is her grandmother, yet Chinese words are substituted in the book. For example, “Po Po” is a Chinese word for grandmother. The children suddenly realize there “Po Po” is really a wolf. I really didn’t expect the story to have three little girls working together devising a plan against the wolf. I really enjoyed that unique twist.

I thought this book was crafted carefully and with great thought. The author, Ed Young, really took the traditional Red Riding Hood Story and made it his own. He changed the plot from having one girl to three girls. He created the three girls to work together against the wolf. He also added a traditional Chinese twist by using Chinese words for grandmother and he introduced readers to gingko nuts to the story.

This story made me think about learning about other cultures. I think this is a simple and fun way to introduce young children (4-8 years old) to other cultures. It allows children to learn a few words in Chinese and a little bit about the scenery in China from the illustrations and descriptions.

The issue in the book is clear, the girls are trying to get away from the grandmother aka the wolf. The girls need to devise a plan to get away from the wolf. I like this issue because it teaches children some very important lessons such as follow your instincts, stay away from strangers, how to problem solve, and how to work as a team. This leads to some prompts you could ask a child while reading this book such as “What would you do if someone tricked you into their house?,” How could you get away?,” “Why should you not go into strangers houses?” and so much more.

I really enjoyed the book. I thought it teaches children great, valuable lessons as mentioned before. It also shows them culture through the setting in the trees of China. The plot is similiar to the traditional Red Riding Hood book so it would be easy to read them that version first and compare it to this one. It shows them this in an easy, fun way.

An easy lesson plan could be:

Objective: Students will discuss the story of Little Red Riding Hood and Lon Po Po: A Red-Riding Hood Story from China. Students will discuss the similarities and differences of each book.

Discussion Questions:

  1. What are the differences between the traditional book and Ed Young’s version?

2. What are the similarities between the traditional book and Ed Young’s version?

3. Which book did you like the best and why?

Links to Outside Resources:

Lon Po Po Multicultural Activity

Lon Po Po Lesson Plan Link

Lon Po Po Scholastic Activities

Compare and Contrast Ideas

This book would be easy to teach a lesson on comparing and contrasting as well as teaching another culture.

By raquelgomez3

Webquest: The King & His Dream

I have never been more excited to finish a project. I am so proud of this webquest and I can’t believe I accomplished all that I did.

I hope you enjoy!

-Raquel

By raquelgomez3

Wow, I think I made it!

SUCCEED-post-it2_AcademicWow, I really feel accomplished. Usually, when a class is over I feel relieved! This class I do feel relieved, but I feel accomplished. I feel like Nori taught me so much. I thought I was tech savvy before, and I was. However, not in the world of education. She really knows her stuff. The first week of this class, I felt so overwhelmed with the assignments. Now in the last week, I feel relieved to finally be done with my webquest. All I have left is to record my screencast. Yay! Anyway, on to the learning outcomes.

Here are the learning outcomes for the course:

1. Analyze, learn & use current technology related to learning & education

I learned a lot of technology from my instructor and from my classmates. I learned how to use Google programs such as Google forms, Google Presentation, Google Documents, how to save in my drive, and use Google sites. I also learned how to Screencasts, make playlists on Youtube. I also learned a lot of new educational applications such as Hemingway App, Voki, Educreations, Kidblog, etc.

2. Resourcefully, consistently, & actively participate in various individual, small group and large group assignments

I learned to like group assignments. Usually, they are a drag and I feel like my group doesn’t equally contribute. However, this was not the case. I feel like my rock team was constantly in contact with each other, and my book club was also encouraging to one another.

3. Practice thoughtful, cognitive reflection about the application and impact of technology in education and culture using a course blog, course textbook topics and project development

The blog was a nice reflection tool. It allowed me to reflect on what we had learned that week, and also evaluate what others had learned. It was helpful to read what my peers had thought about the topic assigned.

4. Develop several projects integrating a variety of new technologies. Selectively narrow to the tools you found the most valuable to be integrated in the culminating project based learning activity; a WebQuest

All the projects helped lead to the final project: Webquest. Each project taught a new technology and taught tips/tricks about the technology. Then, we had to apply them.

5. Research, design, construct, and demonstrate a personally and professionally meaningful educational WebQuest

The webquest was the most time consuming project. I feel like I always thought about it when designing it. The Webquest I designed is very meaningful and educational.

By raquelgomez3