Cynthia Green
June 9 2012
Reflection 1
The title of my book is Mandela. This book talks about Nelson Mandela life while growing up in a village named Qunu in the rural Eastern South Africa. It talks about
all the struggles we went through in his childhood and mainly for being a black person in the city of Johannesburg.
My learning’s this week as a mentor were learning all my students name and mainly and more important I learned about their reading skills. I really don’t have any
disappointments toward any of my students, they all are very well behave and respectful to each other the only downside is that sometimes they are running late and
we don’t have much time to get everyone to read or finish the book. My plans for each group is to have them read a page and briefly summarize what they have read,
I like to know if they are paying attention to their reading and concentrated enough to discuss the topic and issue.
Not all my students have had the chance to read my book but one of my students really enjoyed since he had never heard of him and he was really impress that he
was still alive at age 94.
June 9 2012
Reflection 1
The title of my book is Mandela. This book talks about Nelson Mandela life while growing up in a village named Qunu in the rural Eastern South Africa. It talks about
all the struggles we went through in his childhood and mainly for being a black person in the city of Johannesburg.
My learning’s this week as a mentor were learning all my students name and mainly and more important I learned about their reading skills. I really don’t have any
disappointments toward any of my students, they all are very well behave and respectful to each other the only downside is that sometimes they are running late and
we don’t have much time to get everyone to read or finish the book. My plans for each group is to have them read a page and briefly summarize what they have read,
I like to know if they are paying attention to their reading and concentrated enough to discuss the topic and issue.
Not all my students have had the chance to read my book but one of my students really enjoyed since he had never heard of him and he was really impress that he
was still alive at age 94.
Dustin Ballard and Cynthia Green
Cre101
June 18, 2012
Reflection #2
Over the first two weeks it has been difficult to get too deep into the reading competencies. The one thing that most students do understand is that they
are able to understand the issue in what they are reading. They are able to stop on each page and describe the evidence that leads to the issue, which in both books
that have been read, the issue is on discrimination. Also the students have been able to come up with examples in their daily lives that relate to or remind them of
the issue of race. If there had been more time we would have been able to go over denotation and connotation. We think that some students will be able to
understand them, but with the limited time that we have, we are not sure they will all be able to get a grasp of the meanings. In one book, “If A Bus Could Talk”, it
uses a metaphor and the kids are also able to follow that story. They understand that the bus talking to the little girl is not real, but the story that the bus is telling
the little girl is real and is an important fact in history. They also now understand that the author does this to tell the story not only to make it more interesting, but to
explain that it was needed to be told as a story because it was an important event in history. While reading this book, the students, whenever they came up on
words they did not understand or had trouble reading, they wrote the word down and then were given the meaning of each so they understood what they were reading.
Then they would take flashcards home and were able to write down the definition and then we went over them again the next day. The words in that book were
chorused, despite, instilled, segregation, and lynched. (see bottom for definitions) In the book, “Mandela”, the kids read in the beginning that Mandela’s father told
him to always stand firm in what he believes is fair and right. Throughout the book the kids were able to point out different points in Mandela’s life where he did what
his father told him, to stay firm on what he believed. Before reading the book about Mandela, the students were given five vocabulary words, magistrate, rondavel,
apprenticed, apartheid, and ransacked. (see bottom for definitions) They found the definition of the words on their own and then when reading the book the next day,
they were able to give the meaning of each word as they came up to them.
VOCABULARY:
IF A BUS COULD TALK:
Chorused: To sing in unison
Despite: In spite of
Instilled: To teach slowly into one’s mind
Segregation: To separate or group together by race
Lynched: To put to death. (Usually by hanging)
MANDELA:
Magistrate: A judge or justice
Rondavel: A traditional African-style house
Apprenticed: A person who works for another in order to learn a trade
Apartheid: (in the Republic of South Africa) a rigid policy of segregation of the nonwhite population.
Ransacked: to search thoroughly or vigorously through (a house, receptacle.)
Cre101
June 18, 2012
Reflection #2
Over the first two weeks it has been difficult to get too deep into the reading competencies. The one thing that most students do understand is that they
are able to understand the issue in what they are reading. They are able to stop on each page and describe the evidence that leads to the issue, which in both books
that have been read, the issue is on discrimination. Also the students have been able to come up with examples in their daily lives that relate to or remind them of
the issue of race. If there had been more time we would have been able to go over denotation and connotation. We think that some students will be able to
understand them, but with the limited time that we have, we are not sure they will all be able to get a grasp of the meanings. In one book, “If A Bus Could Talk”, it
uses a metaphor and the kids are also able to follow that story. They understand that the bus talking to the little girl is not real, but the story that the bus is telling
the little girl is real and is an important fact in history. They also now understand that the author does this to tell the story not only to make it more interesting, but to
explain that it was needed to be told as a story because it was an important event in history. While reading this book, the students, whenever they came up on
words they did not understand or had trouble reading, they wrote the word down and then were given the meaning of each so they understood what they were reading.
Then they would take flashcards home and were able to write down the definition and then we went over them again the next day. The words in that book were
chorused, despite, instilled, segregation, and lynched. (see bottom for definitions) In the book, “Mandela”, the kids read in the beginning that Mandela’s father told
him to always stand firm in what he believes is fair and right. Throughout the book the kids were able to point out different points in Mandela’s life where he did what
his father told him, to stay firm on what he believed. Before reading the book about Mandela, the students were given five vocabulary words, magistrate, rondavel,
apprenticed, apartheid, and ransacked. (see bottom for definitions) They found the definition of the words on their own and then when reading the book the next day,
they were able to give the meaning of each word as they came up to them.
VOCABULARY:
IF A BUS COULD TALK:
Chorused: To sing in unison
Despite: In spite of
Instilled: To teach slowly into one’s mind
Segregation: To separate or group together by race
Lynched: To put to death. (Usually by hanging)
MANDELA:
Magistrate: A judge or justice
Rondavel: A traditional African-style house
Apprenticed: A person who works for another in order to learn a trade
Apartheid: (in the Republic of South Africa) a rigid policy of segregation of the nonwhite population.
Ransacked: to search thoroughly or vigorously through (a house, receptacle.)