Month: April 2014

A response to… Cathedral: The Story of Its Construction by David Macaulay

Part One:

Book Information:

Macaulay, D. (1973). Cathedral: The Story of Its Construction. Boston, MA: Houghton Mifflin Company.

Genre: Informational Text, Common Core Exemplar, Children’s Literature

Grade Level: Independent Reading Level (grades 6-8). Read Aloud (grades 3-5).

 

Part Two:  Response to the book: Predictions, thoughts about craft, connections, issues, or prompts.

topWhen I first googled this book, I was amazed by the cover image. I thought this book would have some detail provided about constructing Cathedrals, but I also thought it would be for lower grade elementary students. Once I started flipping through the pages, I saw the writing was pretty little, and the images were basically huge! Every single page is covered with detail in the images. In fact, there are probably more images than words in this book, yet still there was tons of information translated through words. I first read the preface and it discussed that The Cathedral of Chutreaux is imaginary, but the methods of construction were still
used by many. It also discussed that these Cathedrals were created during the 12th, 13th and 14th centuries. Remembering that technology was not near as advanced as where we stand today, they amount of labor, work, and time that went into building these Cathedrals is honestly epic! It is amazing how many people it took to create these, and all of the preparation they needed to even begin building. There is a part in the book that discusses one of the Superintendents (overlooking the construction processes) passed away after falling of a Scaffold. I actually thought
about this prior to this section, and wondered just how many risked their lives (because of the height) and unsafe measures taken to transport these ridiculously heavy resources. It is just amazing. And just imagine the amount of work that could even be completed in 1 day, when it took 2 or 3 hours to pull up a gigantic arch from the ground or enormous pieces of wood transported from Scandinavia. Wonderful resource for kids to learn about resources and how structures were created, especially Cathedrals.

Wow, this book makes me feel lazy, just sitting around reading about it.

 

Part Three: Critique of plot, setting, theme, style and point of view.   

The images in this book were amazing! I couldn’t stop staring at all the detail that was present in the images. There was so much to look at, one could get lost in the clever little figures that were displayed. The use of lines were clearly used and provided so much detail to the artwork. Very fine lines were used, it almost looks like stitching. It was easy to contrast the important structures in the images, since the illustrator used only black and white. The scenes clearly captured the historical setting and true reflection of the middle ages. Costumes, hair, and backgrounds all displayed images related to the 12th, 13th and 14th centuries.

cathedral foundationThere is so much information in here about Gothic Cathedrals! Not only does the author discuss the importances and why they were first created, but they also go into depth with how they were constructed. Each and every piece! They began with finding the resources, bringing in the resources, and showing how much hard labor was involved. it took years, nearly 200 to create the worlds tallest, longest, and widest Cathedral! The author not only discusses the resources, but the tools used with those specific resources, and how the resources were transported and put into place. As months and months go by in this textbook, it is pleasing to read the great amount of progress that took place when Cathedrals were built. Although these Cathedrals could take decades, they could also last possibly twice as long.

This book is wonderful. It was well put together, and the images clearly compliment the text with detail. The book is easy to follow and engages the reader with the images. I can definitely see why this literature represents a a common core exemplar.

Washington National Cathedral in Washington, D.C.
washington national cathedral

Part Four:  Lesson Plan / Activity Sketch

Common Core Standards Grade 6

CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

CCSS.ELA-LITERACY.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CCSS.ELA-LITERACY.W.6.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Discussion questions:

  • How were Cathedrals constructed in the Middle Ages?
  • Why were Cathedrals so big?
  • What are Cathedrals used for, and what do they represent?
  • Does the United States have Cathedrals?
  • How do you think it would take to build these Cathedrals?
  • What type of resources do you think they had? What types of resources do you think they used?

Objective:

  • Students will understand the different types of resources used when building Cathedrals in the middle ages. (Some resources had to be shipped in from other countries, while others were provided on their own lands).
  • Students will use the correct terminology/vocabulary when discussing the different parts.
  • Students will be able to list/name the tools used and be able to discuss which resources they were used with. (Woodworking/Metalworking/Stone working/Blacksmiths)
  • Students will be able to build their own floor plan/model on paper using the template in the textbook (pg.12).
  • Students will understand the overall process and length of time to construct Cathedrals and related Structures.
  • Students will construct their own Cathedral (in groups) from the floor plan map they created. They will model the display using any and all resources they have, so long as the structure carries the various symbols.

Lesson outline:

Begin with some of the discussion questions to pick out what students know about Cathedrals. Have the ever visited one? Have they ever seen one? Do a google search and start looking at some of the different Cathedrals around the world.

Begin reading the book. Students can either read the book themselves (over a period of time) or it can be read aloud as a class or from the teacher. To ensure students are grasping ideas, I would suggest the teacher read and discusses as they move along.

Once they book has been read, allow for an open discussion to recap on some of the main points. Why are Cathedrals important and how were they constructed so well in the middle ages? Other discussion questions can be used here as well.

Put students into groups. If you really want students to accomplish creative Cathedrals have then work in groups of at least 5 or 6. There is a glossary in the back of the book. Make sure they list some of the major vocabulary terminology used for Cathedrals and the different parts. These parts must be included in the creation of the floor plan and Cathedral structure. (Make it a requirement for students to include at least 10 terms.

floor plan

Additionally, they will need to make a list of the different tools that are used and how they are used (with what resources; rock, wood, metal, glass). This will give students the knowledge they need to know how the Cathedral was structured.

Once they have their models and resources listed out, they will then begin constructing their real Cathedral structure. (Hint* you may want to have students start collecting resources or allow them some time to collect resources used for this project. There are 6 members in a group, they can each agree to bring something they find from around the house. Even sticks and leaves could be used!). Once the final project is complete students will display theirs to the rest of the class. Have then discuss some of the conflicts, or road blocks they came across. Did they run out of resources? Did they have enough time to construct it like they wanted exactly? Where there enough people to construct the model?

 

Links to outside resources:

1) Video of Building ancient Gothic Cathedrals. If you click on the picture, it will allow bring up the video. (It is almost an hour long, so this can be used to display to the whole class after reading the text and if more time is allowed).

Tiffiny, S. (n.d.). Building the Great Cathedrals. NOVA: Building the Great Cathedrals. Retrieved April 26, 2014, from http://www.pbs.org/wgbh/nova/ancient/building-gothic-cathedrals.html

2) This is a link to a shorter video on YouTube that discusses the construction of Gothic Cathedrals. The information in this video clearly outlines the textbook Cathedral: The Story of Its Construction, by David Macaulay.

David Macaulay – Gothic cathedrals. (n.d.). YouTube. Retrieved April 26, 2014, from http://youtu.be/xkfmK-CLvcc

3) This is a video I came across of someone who created a Cathedral through the Minecraft game. It is pretty remarkable what children are capable of. I found this interesting, and I think that students today could even be challenged with something like this as a side project.

Minecraft Epic Cathedral (2,082,348 Blocks used). (2012, October 30). YouTube. Retrieved April 26, 2014, from http://youtu.be/44jt-Fu19X4

4) This site can be really interactive as it provides virtual reality tours of various structures, including Cathedrals. Google Earth does allow users to create their own virtual tours and students love to interact with these tools. The Washington Monument is found in Washington, D.C.

Google Virtual-Reality Tours. (n.d.).National Cathedral.org. Retrieved April 26, 2014, from http://www.nationalcathedral.org/visit/onlineGoogle.shtml

5) BBC provides a number of interactive videos, games and quizzes on history. This interactive video allows students to view and read about the construction of an arch, made in a Cathedral. It additionally asks a series of questions and builds an arch if the student provides the correct answers. Many of the specific vocabulary is included.

Build An Arch Animation. (n.d.). BBC History. Retrieved April 26, 2014, from http://www.bbc.co.uk/history/interactive/animations/arch/index_embed.shtml

6) This is a website created by a teacher, which has some really great resources and ideas. This particular page discusses the middle ages for kids, so they can explore on their own. Additionally, there are a vast amount of resources for teachers and students found within the site.

Middle Ages for Kids – Cathedrals, Chapels, Churches. (n.d.). Medieval Europe.MrDonn.org. Retrieved April 26, 2014, from http://medievaleurope.mrdonn.org/cathedrals.html

7) Lastly, there is even a board game (unfortunately 2 player max) that students can play creating a Cathedral. This site explains the game and rules. Here is the site: http://www.cathedral-game.co.nz/intro.htm

 

A review of TTYL, by Lauren Myracle

Part One:

Book Information:

Myracle, L. (2004). Ttyl. New York: Amulet Books.

Genre: Challenged Book, YA novel,

Grade Level: (7-12), YA, Adult, Teenagers

This book has minor sexual language and mature content.

 

Part Two:  Response to the book: Predictions, thoughts about craft.


 emoji thumbAs I first suggested due to the title, TTYL, I predicted this book would be about teen girls or high school students. The cover of the book has emoji’s and is pink in color which suggests it is being promoted to teen girls. I thought at first that the book was written in texting format, but it is actually written in instant messaging format. Honestly, it seemed a little young for my taste, but I wanted to venture out of my comfort zone, and take a step back into the minds of high school students. The cover suggests the novel is about three high school friends who run across normal high school drama encounters such as boy conflicts, a queen bee or popularity contrast, and crushes towards high school teachers. Immediately I was reminded of my high school experience, and all that I went through during that time.

The book was a little hard to read at first, because you are trying to identify who is saying what. The whole book is written in instant messaging format and only consists of the three girls talking after school or on the weekends about their days. You can instantly get a feel for the girls personalities from the discussion, and you begin to be intrigued with the normal situations that happen in other people’s lives. The more you read, the more you are acquainted with who is speaking and the easier it becomes to read. It was still challenging though, because there were a few times when I had to backtrack to understand who was talking about what. Also, the abbreviations caught me off guard at times, even though it was easier to understand what they meant because I have use them all the time. Clearly the author was promoting this book to young middle school/high school students or even young adults. Before I begin to critique, here is a recap of the book.

TTYL is about three 10th grade girls (Zoe, Maddie & Angela), who are best friends and whom encounter normal high school situations, just like everyone else. Zoe is a young innocent girl who works hard at her grades and her parents are always wanting her to become better. She encounters a teacher who is faithful to the Christian community and who invites her to participate. As she begins to explore her faith, she realizes that her teacher is hitting on her and making inappropriate gestures. She is constantly reprimanded by Maddie who disagrees with her teachers behavior, and warns her of his previous encounters of flirting with students. Maddie, on the other hand is nicknamed “mad Maddie” as she is a little feisty and outspoken. Maddie constantly is disgusted with a classmate, Jana’s actions and words. She later forgives and becomes friends with Jana upsetting Zoe & Angela while leaving them behind. Although the three girls still continue to talk, for the most part, until Maddie sees that Jana purposely embarrassed her while attending a frat party and drinking a little too much. She was tormented with Jana spreading rumors and sending pictures of the event. She went at least a week or so without even speaking to Zoe or Angela because they were talking about her behind her back. Angela, on the other hand, is boy crazy and falls in love so quickly with a hunk. Later, he turns his back on her and dates another girl that Angela can’t stand, and she looks elsewhere to distract herself from a broken heart. The entire book the girls talked about planning a trip Thanksgiving break because Maddie is 16, and getting her license. After begging their parents over and over, they decide to bring along a friend who is 18 so their parents would let them go. Near the end, it was decided they were all allowed to go, but unfortunately, the book ends before they even take their trip! Maddie forgives Zoe and Angela in the end, and it ends with a conversation of just Maddie and Zoe. While Angela is waiting for Maddie to pick her up for breakfast, Maddie forgets for the second time while she was speaking with Zoe.

Part Three: Critique  

bannedI can see why this book was classified as a Challenged/Banned book, but it is really a well written book. I like the format of instant messaging, because it seems to fit well with the targeted age group. The difference in text colors easily helps to understand who is speaking to who, and becomes less confusing as you learn the patterns. It was a little complex to read at times, as I had to go back and reread parts to either see who was talking, or what the text meant. Other parts I felt I could skip through because it was such small talk. Then again, I felt the small talk with the real life situations presented in this book helped engage the reader. Of course, there is the issue of sexual language, or sexual content being presented. There is also other foul language and implications presented, like the teacher making moves and flirting with students. Also, Maddie does drink alcohol at a party (while underage) and they all at one point either lie, or attempt to lie to their parents, just like some teens do. Do I feel this book is inappropriate for middle high schoolers or high school students? Probably not. Although I am not presenting the idea of promoting books about sex or with dirty language, I would like to say that most teens are already talking about this stuff with their friends, maybe even with their parents! They are teens! Sex education is taught to those in middle school even, so if it is the sexual content and language being identified as the portion that should be banned, that would be silly. I think this book might help reach out to those teens curious or those who encounter problems like this. These are everyday normal situations for junior high and high school students; these students are not being introduced to anything new. Additionally, maybe this book will help bring up the topic for those students and their families or parents. It helps to talk about these things when they are dealing with peer pressure from friends/classmates. Overall, the book has a good theme, plot and realistic approach that could attract young adult, teenage readers.

Part Four:  Lesson Plan / Activity (Grades 8)

Since I plan on teaching upper elementary, and this book has a mature approach, I will stick with an eight (8) grade activity.

Common Core Standards:

  • CCSS.ELA-LITERACY.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Objective:

  • Students will illustrate a collaboration of ideas through a group wiki and promote the difficulties of situations presented in this book (teacher/student relationship, difficulties of dating, peer pressure with drinking/drugs or going to parties, lying to parents, and true friendship).
  • Lesson outline:wiki
    Using a group wiki students will compare and contrast ideas and relationships between the difficulties and include their own opinion and or experiences. They may use images, quotes, text, drawings, tables, charts, statistics, whatever they choose to include. Students will work in groups of 4. Once all groups have completed the assignment, ideas could be shared to compare similarities and differences of thoughts throughout the classroom.Discussion questions:

    • Do you feel that Zoe’s relationship with her teacher Mr. H was inappropriate? If you were her friend, would you tell a school member about this?
    • What are the effects of peer pressure in junior high / high school? Are you classified into popularity groups? Are the popular ones considered, “bullies?”
    • They say that high school friendships rarely last because everyone goes about their separate ways. Do you know of anyone who has been friends since high school or even before? Do you believe friendship lasts forever? What are some of the qualities in a “true”  friend?
    • Have you ever lied to parents about where you were going? It is said, honesty is the best policy. Do you believe in this? If you were honest to your parents about where you were going before hand, do you think they would appreciate that more? Do you think it would change their mind about you going? Why not? Lets not forget, safety of our children most important.

    Links to outside resources:

Book Review: Persepolis

Part One:

Book Information:

Satrapi, M. (2003). Persepolis. New York, NY: Pantheon Books.

Genre: Graphic Novel / Memoir, autobiographical comic

Grade Level: Grades 7-12, young adult, adult.

I would actually suggest that teachers get permission from student’s parents to read this book. There is some graphic violence and sexual content discussed in this book. Rather than upset the parents, teachers should obtain permission slips to read and analyze this book, putting it into context to history, multiculturalism, social sciences, and geography.

Part Two:  Response to the book: Predictions, thoughts about craft.

I absolutely loved this book! I am looking forward to reading Persepolis 2: The story of a return. I can’t wait to see what happens. The first book kind of left the reader wanting to know more, or what happened next. I never really enjoyed reading throughout school, nor even after that. But I can honestly say I couldn’t put this book down. I did a little background on the author while I was studying for references (listed below under resources). Come to find out, the author also created a film based on this book. Really neat! It is a foreign animated film she made while living in France, and I would be interested to watch it. It may be a little hard to follow because it reveals their language with subtitles, but I think it would be a good supplement to reading this novel.

After reading this novel, I learned a lot about the Islamic/Iranian culture & war. I knew the veils were worn to hide the women, but I never knew it was forced upon or feared not to wear it. This graphic novel had really good images that provided so much to the story line and were interesting to look at. Every image nearly had a different scene, and they portrayed emotions easily. I also liked the addition of the titles for each chapter, because I haven’t read a graphic novel that had chapter titles. Persepolis had a great storyline and was crafted extremely well. It depicted real life situations that happen during war through a child’s perspective. There was a little violence and sexual content within, which I was surprised to see. The author actually uses the word “fucked” and that probably isn’t the most appropriate way to say it. Although she is probably trying to reveal the truth and exert emotion, it was a bit of a shocker.

In comparison to A Game For Swallows, I find this storyline a little more interesting. I am not exactly sure why, I just felt it was easier to read (less confusing), a little less busier (the images), and a little more knowledgeable about the culture and war.

Part Three: Critique  

This was a graphic novel based on an autobiography of young Marjane Satrapi living in Iran during the Islamic Revolution. Persepolis is reference to the capital of the Persian Empire. It discusses Iran’s political past and current revolution. It depicts heroes and Villans, and other characters of importance. The use of symbols relevant to the culture is used in chapter titles. The bicycle, letter, water cell, celebration and the sheep. It also symbolizes the F-14’s, jewels, and the key (promise to the poor). The forbiddance of wine/alcohol and the challenges of obtaining passports additionally demonstrate the true cultural experience. This book illustrates a realism which readers can connect to. I wish more authors would come out with books that share their cultures. I believe people find interest in learning about first hand experiences. Wonderfully written, I would definitely suggest this book to young adult/adult readers.

Part Four:  Lesson Plan / Activity (Grades 7-12)

Using the Common Core State Standards:

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

  • CCSS.ELA-LITERACY.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

  • CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

  • CCSS.ELA-LITERACY.RST.6-8.8Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

  • CCSS.ELA-LITERACY.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Objective:

  • Students will be able to effectively use research techniques using the computer and internet.

  • Students will present knowledge based on research obtained, in groups.

  • Students will use technology (powerpoints, using a web tool, videos, etc.) to present.

  • Students will be able to identify facts about the Iran/Islamic/Persian Culture and war.

**Students will use the webquest resources and the graphic novel to support their presentation.

Lesson outline:

  • For this lesson I would have students read the book over a certain time period. (Maybe 2 weeks?)

  • After creating a webquest for the Iran/Islamic/Persian cultures, students will begin their webquest in groups. Obtain a role, gather research & facts related to their role, and present the information in class using technology.

This project may take 2-3 weeks (depending how much time you want them to spend on the research portion, and the availability of computers. Also, depending on the grade level, teachers could increase/decrease complexity.

Discussion questions:

  • Why did Marji want to be a prophet?

  • Why did people oppose the wearing of the veil in the very beginning?

  • Why does American pop culture have such an influence on Marji and kids her age?

  • What effect does the war in Iran have on Marji’s daily life? Does the Iran war affect people in America?

  • What happened to Marji’s grandfather?

  • Why do Marji’s parents think it is better for her to live in Vienna, than be home with them?

Links to outside resources:

The California Science Center in Los Angeles displayed an exhibit almost 2 years ago called 1001 inventions. Here is a link to a PDF. that displays the highlights of that exhibit. I actually got to see it myself, it was really neat! They also have been touring this exhibit to other countries. http://www.californiasciencecenter.org/GenInfo/MediaRoom/PressReleases/1001Inventions/1001_Highlights.pdf