esperanza rising historical context

["Minda McCandless" <mindamcc@comcast.net>]

hi

i am teaching ER in the fall and would like some short stories and 
especially articles to give historical context of this novel to my middle 
schoolers. any input you have is welcome. i've gone through gary soto's 
stuff and have the short story "the jacket" and "the circuit". anything 
else? esp. on the historical context end?

thanks

minda
----- Original Message ----- 
From: "dayle biba" <cowgirlnc@earthlink.net>
To: <middle-lit@interversity.org>
Sent: Friday, June 22, 2007 8:32 PM
Subject: Re: [middle-lit] Interactive notebooks


> Pam,
>
> I would like to learn more about these IAN notebooks. Please send the info
> when you a chance.
>
> Thanks
>
> Dayle Biba
>
>
>
> > [Original Message]
> > From: <ReadersnRacers@aol.com>
> > To: <middle-lit@interversity.org>
> > Date: 6/22/2007 7:22:49 PM
> > Subject: [middle-lit] Interactive notebooks
> >
> > Sherri writes:
> > > I'm interested in trying interactive notebooks in the coming year. I
> teach
> > > 7th grade language arts. I would be interested in hearing from anyone
> out
> > > there who uses IAN's in language arts area. Since I'm NEW to this
> concept,
> > > I would appreciate any and all help with start-up, daily use, 
> > > assessing,
> > > etc.
> > >
> > Pam writes:
> > I am a huge fan of interactive notebooks (aka IAN by my kids).   I keep a
> > sample/example notebook with my kids.  I also keep my own version of an
> > interactive notebook for all of my meetings (Leadership, faculty, team,
> committee, book
> > studies) - that way I can process all the info that I need.   I glue in
> > memos, etc.   Everything is in one place (it also allows me to "doodle"
> in meetings
> > - I am one of those people who draw, etc. & it helps me to sit still and
> > process what I'm hearing).
> >
> > I've emailed you off list with attachments of examples of how I set up my
> IAN
> > & what I show the kids for their reflections.
> >
> > I have found that IANs help my kids stay organized and process info much
> > quicker.   I don't use IANs exclusively since with LA we do need to work
> with the
> > writing process (revisions & drafts would be a real pain in the tush for
> a
> > lengthy piece of writing).   Therefore, all writing/grammar/vocabulary
> > mini-lessons, teacher directed practice,   and Lit Circle reflections go
> in the IAN.
> > Drafts/revisions for writing workshop (student selected writing pieces is
> on
> > loose-leaf paper that is housed in their working portfolio in the student
> filing
> > cabinet in my classroom).   It's taken 3 years to tweak, but I think I've
> got
> > a process & system that is going to work very well for me next year.
> >
> >
> >
> > Pam Tempest
> > Team Neon-6th Gr. ELA
> > Hudson Middle School
> > http://nlcommunities.com/communities/tempest
> >
> > "The important thing is not so much that every child should be taught, as
> > that every child should be given the wish to learn." John Lubbock
> >
> >
> >
> >
> >
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