Using Shel Silverstein's Works To Engage Students In Mathematics
Edgar Cisneros
English 2306
James
October 31, 2013
Annotated Bibliography
Bay-Williams, Jennifer M. "Poetry in Motion: Using Shel Silverstein 's Works to Engage Students in Mathematics." Mathematics Teaching in the Middle School 10.8 (April 2005): 386-93. This article shows a unique way of introducing Shel Silverstein’s poem in the math educational system. In this article the instructor gives a challenging but very fun and interactive way to learn math. Throughout the article, the author states that kids are learning so many forms of math such as; probability, circumference, linear functions, similar triangles, proportional reasoning and algebra. It is a very unique way to teach kids, but according to the article the way the lessons are combined with …show more content…
literature is why this method is being so useful. The author clearly states, “First of all, the literature provides rich contexts, and students are able to use these contexts to make sense of the mathematics. In addition, they are enjoying the literature” (392).
Bolton, Gillie. " 'Every Poem Breaks a Silence That Had to Be Overcome ': The Therapeutic Power of Poetry Writing." Feminist Review Contemporary Women Poets 62 (Summer 1999): 118-33. Gillie Bolton, the author, really analyzes this article in how poetry can be very helpful instead of just a form of writing. Helpful in a sense of therapy because you will be able to write down problems, feelings, how things are really going at that point in life. The point comes across very clear when the author writes “poetry is a powerful, deeply thoughtful process of attempting to capture the experience, emotion, or memory as accurately as possible, in the apt poetic words and images” (120). The article also goes to include as simple as writing can be therapeutic, it also cannot be therapeutic at all. Writing can have a therapeutic base but overall some writing is just being written for the complete opposite reason. This article also transitions from therapeutic writing as an art to therapeutic writing as a medical way to help people. Bolton also adds some studies that have been done across counties and some research to develop writing, as a medical crutch to help other is need psychologically. Overall it shows many ways how writing can be very therapeutic that can help with many problems.
Brown, Margie K., and Kristana Miskin. "Young Adult Literature: Silverstein and Seuss to Shakespeare: What Is in Between? Discoveries: A Whole Lot of YA Poetry."The English Journal The School and the Community 90.5 (May 2001): 150-56. This newspaper clip article, written by Margie K. Brown, explains what young adult literature is. The author starts off by introducing well known authors but classifying some as authors for children’s book, while the other is an author for adults. Since the author is a junior high teacher, she explains how there are kids who do not know what is in between children literature and adult literature. Young adult literature is what the author brings up a lot, because throughout the article she is trying to get more information on how come there is no specific label, young adult literature, throughout universities, libraries, and the school she teaches at. The article also implies that there are many forms of young adult literature and poetry but the fact that they are distributed in some children book section as well as adult literature. The author just argues how there is a wide variety of literature that is not out there for young adults to have, they have to really search for them.
Juchartz, Larry R. "Team Teaching with Dr. Seuss and Shel Silverstein in the College Basic Reading Classroom." Journal of Adolescent & Adult Literacy 47.4 (Dec. 03-Jan. 04): 336-41. The article is about how the author, Larry R. Juchartz, is teaching a community college group of students who are in need of taking remedial courses, but approaches the lesson plan in different ways. In the article, the author is confronting these students with the reading that are in a usual college lever lesson plan, but also throwing in literature by Dr. Suess that are connected to what the actual college level course text they should be reading. In retrospect, the author is dumbing down the reading so the students can comprehend it better, and to surprise they are. The concept the author confronts the students is explained when he writes, “My hope was that this combination of a ‘college-level’ text with a children’s story underused or missed outright during childhood would help to being the students one step closer to engaging…without fear of embarrassment, and this it did”(339). The author also has brought in readings from Shel Silverstein who has a similar writing style to Dr. Suess. The author supports her experiment when there are signs of improvement by the students in her class. Overall, the article is summed up when the author writes, “I argue that through the use of accessible children’s book, the number of problems that basic reading students are likely to encounter can be decreased because they are ore able to share their innate reading expertise in a nonthreatening way” (340-41).
Reiser, Jamie. "Success with Silverstein." The Reading Teacher 42.6 (Feb. 1989): 450.
This article resembles the article “Poetry in Motion: Using Shel Silverstein 's Works to Engage Students in Mathematics” by Jennifer M.
Bay-Williams. The reason there is a similarity because in this current article, the author, Jamie Reiser, is uniquely teaching students through poetry. The article continues to show how much this method of teaching through poetry becomes something the students begin to favor. The differences between the two articles are the age groups of the kids, which in the article “Success with Silverstein” the students are in 4th grade. In that time of being a child growing up subjects are not the only things being taught, but also qualities, confidence, ethics, and morals that will also be developing while getting older. The author writes how she does an experiment with the kids while developing their oral expression skills. The author makes the kids present but before presenting the kids are introduced to poems by Shel Silverstein, similar to “Poetry in Motion: Using Shel Silverstein 's Works to Engage Students in Mathematics.” Since the two articles are similar I would like to conclude that this article ends with the author writing, “…this activity could be adapted to any grade
level.”
Works Cited
Bay-Williams, Jennifer M. "Poetry in Motion: Using Shel Silverstein 's Works to Engage Students in Mathematics." Mathematics Teaching in the Middle School 10.8 (April 2005): 386-93. JSTOR. Web. 30 Oct. 2013. .
Bolton, Gillie. " 'Every Poem Breaks a Silence That Had to Be Overcome ': The Therapeutic Power of Poetry Writing." Feminist Review Contemporary Women Poets 62 (Summer 1999): 118-33. JSTOR. Web. 30 Oct. 2013. .
Brown, Margie K., and Kristana Miskin. "Young Adult Literature: Silverstein and Seuss to Shakespeare: What Is in Between? Discoveries: A Whole Lot of YA Poetry."The English Journal The School and the Community 90.5 (May 2001): 150-56.JSTOR. Web. 30 Oct. 2013. .
Juchartz, Larry R. "Team Teaching with Dr. Seuss and Shel Silverstein in the College Basic Reading Classroom." Journal of Adolescent & Adult Literacy 47.4 (Dec. 03-Jan. 04): 336-41. JSTOR. Web. 30 Oct. 2013. .
Reiser, Jamie. "Success with Silverstein." The Reading Teacher 42.6 (Feb. 1989): 450.JSTOR. Web. 30 Oct. 2013. .
English 2306
James
October 31, 2013
Annotated Bibliography
Bay-Williams, Jennifer M. "Poetry in Motion: Using Shel Silverstein 's Works to Engage Students in Mathematics." Mathematics Teaching in the Middle School 10.8 (April 2005): 386-93. This article shows a unique way of introducing Shel Silverstein’s poem in the math educational system. In this article the instructor gives a challenging but very fun and interactive way to learn math. Throughout the article, the author states that kids are learning so many forms of math such as; probability, circumference, linear functions, similar triangles, proportional reasoning and algebra. It is a very unique way to teach kids, but according to the article the way the lessons are combined with …show more content…
literature is why this method is being so useful. The author clearly states, “First of all, the literature provides rich contexts, and students are able to use these contexts to make sense of the mathematics. In addition, they are enjoying the literature” (392).
Bolton, Gillie. " 'Every Poem Breaks a Silence That Had to Be Overcome ': The Therapeutic Power of Poetry Writing." Feminist Review Contemporary Women Poets 62 (Summer 1999): 118-33. Gillie Bolton, the author, really analyzes this article in how poetry can be very helpful instead of just a form of writing. Helpful in a sense of therapy because you will be able to write down problems, feelings, how things are really going at that point in life. The point comes across very clear when the author writes “poetry is a powerful, deeply thoughtful process of attempting to capture the experience, emotion, or memory as accurately as possible, in the apt poetic words and images” (120). The article also goes to include as simple as writing can be therapeutic, it also cannot be therapeutic at all. Writing can have a therapeutic base but overall some writing is just being written for the complete opposite reason. This article also transitions from therapeutic writing as an art to therapeutic writing as a medical way to help people. Bolton also adds some studies that have been done across counties and some research to develop writing, as a medical crutch to help other is need psychologically. Overall it shows many ways how writing can be very therapeutic that can help with many problems.
Brown, Margie K., and Kristana Miskin. "Young Adult Literature: Silverstein and Seuss to Shakespeare: What Is in Between? Discoveries: A Whole Lot of YA Poetry."The English Journal The School and the Community 90.5 (May 2001): 150-56. This newspaper clip article, written by Margie K. Brown, explains what young adult literature is. The author starts off by introducing well known authors but classifying some as authors for children’s book, while the other is an author for adults. Since the author is a junior high teacher, she explains how there are kids who do not know what is in between children literature and adult literature. Young adult literature is what the author brings up a lot, because throughout the article she is trying to get more information on how come there is no specific label, young adult literature, throughout universities, libraries, and the school she teaches at. The article also implies that there are many forms of young adult literature and poetry but the fact that they are distributed in some children book section as well as adult literature. The author just argues how there is a wide variety of literature that is not out there for young adults to have, they have to really search for them.
Juchartz, Larry R. "Team Teaching with Dr. Seuss and Shel Silverstein in the College Basic Reading Classroom." Journal of Adolescent & Adult Literacy 47.4 (Dec. 03-Jan. 04): 336-41. The article is about how the author, Larry R. Juchartz, is teaching a community college group of students who are in need of taking remedial courses, but approaches the lesson plan in different ways. In the article, the author is confronting these students with the reading that are in a usual college lever lesson plan, but also throwing in literature by Dr. Suess that are connected to what the actual college level course text they should be reading. In retrospect, the author is dumbing down the reading so the students can comprehend it better, and to surprise they are. The concept the author confronts the students is explained when he writes, “My hope was that this combination of a ‘college-level’ text with a children’s story underused or missed outright during childhood would help to being the students one step closer to engaging…without fear of embarrassment, and this it did”(339). The author also has brought in readings from Shel Silverstein who has a similar writing style to Dr. Suess. The author supports her experiment when there are signs of improvement by the students in her class. Overall, the article is summed up when the author writes, “I argue that through the use of accessible children’s book, the number of problems that basic reading students are likely to encounter can be decreased because they are ore able to share their innate reading expertise in a nonthreatening way” (340-41).
Reiser, Jamie. "Success with Silverstein." The Reading Teacher 42.6 (Feb. 1989): 450.
This article resembles the article “Poetry in Motion: Using Shel Silverstein 's Works to Engage Students in Mathematics” by Jennifer M.
Bay-Williams. The reason there is a similarity because in this current article, the author, Jamie Reiser, is uniquely teaching students through poetry. The article continues to show how much this method of teaching through poetry becomes something the students begin to favor. The differences between the two articles are the age groups of the kids, which in the article “Success with Silverstein” the students are in 4th grade. In that time of being a child growing up subjects are not the only things being taught, but also qualities, confidence, ethics, and morals that will also be developing while getting older. The author writes how she does an experiment with the kids while developing their oral expression skills. The author makes the kids present but before presenting the kids are introduced to poems by Shel Silverstein, similar to “Poetry in Motion: Using Shel Silverstein 's Works to Engage Students in Mathematics.” Since the two articles are similar I would like to conclude that this article ends with the author writing, “…this activity could be adapted to any grade
level.”
Works Cited
Bay-Williams, Jennifer M. "Poetry in Motion: Using Shel Silverstein 's Works to Engage Students in Mathematics." Mathematics Teaching in the Middle School 10.8 (April 2005): 386-93. JSTOR. Web. 30 Oct. 2013. .
Bolton, Gillie. " 'Every Poem Breaks a Silence That Had to Be Overcome ': The Therapeutic Power of Poetry Writing." Feminist Review Contemporary Women Poets 62 (Summer 1999): 118-33. JSTOR. Web. 30 Oct. 2013. .
Brown, Margie K., and Kristana Miskin. "Young Adult Literature: Silverstein and Seuss to Shakespeare: What Is in Between? Discoveries: A Whole Lot of YA Poetry."The English Journal The School and the Community 90.5 (May 2001): 150-56.JSTOR. Web. 30 Oct. 2013. .
Juchartz, Larry R. "Team Teaching with Dr. Seuss and Shel Silverstein in the College Basic Reading Classroom." Journal of Adolescent & Adult Literacy 47.4 (Dec. 03-Jan. 04): 336-41. JSTOR. Web. 30 Oct. 2013. .
Reiser, Jamie. "Success with Silverstein." The Reading Teacher 42.6 (Feb. 1989): 450.JSTOR. Web. 30 Oct. 2013. .