FPP chpt. - 7, 8, 9

In chapter seven i would discuss the following with students:
Why did some people die from overeating? Do you think Marion's story would have turned out differently had her leg been amputated? Explain. How would you feel knowing the war was over, but you were still in quarantine for two months? How do you think the family felt going through all of this, then papa dieing after they were free?

In chapter eight I would discuss the following with the students:
How would you feel being labeled a "displaced person"? Why was a new dress and some gum so great with the war being over? Why did the Blumenthals want to go to Palestine instead of the U.S. now? What caused Marion to flee the hospital she was to have her surgery in?

In chapter nine I would discuss the following with the students:
Why do you think Marion is so Intrigued by bubble gum? How would you feel and what would you do moving to a new place, having no home or job, and everyone spoke a different language? How would you feel being 13 in 4th grade, not knowing much English, and having to work after school? Why do you feel the Blumenthals did well for themselves once they were settled?

Keene chpt. - 6

After reading chapter six I can recall numerous times talking about age appropriate books in the classroom. I feel that a teacher should know what a students reading level, however, allow the students to read books that are beyond their level. If a child is interested in the topic of the book, and it is beyond their level I feel that they will push themselves to figure out what words, concepts, and ideas are just to understand what they are interested in. I like the classroom ideas that she established about being able to read a more complex book. If I ever have my own classroom I feel that I will establish these rules. Why should we tell students not to read something that is above their level, are we not limiting their learning. Maybe they will spark something in their little minds, have a breakthrough, and learn much better.

FPP chpt. - 6

While sitting at the rail station for what seemed like eternity, what would have been going through your mind? If the SS guards were no longer performing routine roll calls on the train, what would you have done? Knowing that the U.S. Air Force was bombing the Nazis, and the Russians were approaching from the east, why were they still fearful for their lives? Why were the Russian soldiers wearing wristwatches? Where did they get them? If from the Jewish, why would they want their belongings, and be saving them at the same time?

FPP chpt. - 5

When directing in depth thinking about chapter five I would ask the following questions. How would you feel while sitting on the train and waiting for it take off, and the conditions are no better than that of a cattle car? How could the story have ended differently if Walter did not approach, and push his luck with the guard? What would you do differently than Marion living in her conditions? What would you think would be happening to you if the train you were on was going in the opposite direction than the other trains?
At this point I would also go into the history of the war. I feel that this book could used while studying the war.

Keene chpt. - 5

After finishing chapter five I can see what a lot of schools do. I now see how they primarily focus on certain aspects, like phonics, as oppose to the whole picture. While reading the chapter I constantly thought of different ways that all of the aspects could be taught, over a longer period of time, and in more depth. I hope that Keene delves deeper into her views on a curricula and explains more how to do this.
It is funny that states all have different standards. If we want our children to all learn the same then how come we, as a country, do not come together to develop a more national curricula. It is funny how in some states students learn different things in different grades, and in very different ways. I do feel that they will always learn in different ways, but why not a national standards curriculum.

FPP chpt. - 4

After reading chapter four i would ask the students how they would feel if what they thought was a refugee camp actually was turned into a transit camp and why? How would they feel if any hope of emigrating to America was almost now lost and why? If they were in the Blumenthal's position, what would they have done differently? I would also ask them why only two countries were currently fighting against the Nazi's?

FPP chpt. - 3

After reading chapter three i would talk to the children to see if they knew of any other country or time that has done this? (the U.S. with Japanese Americans in WWII) I would ask them if they were in the same situation as the Blumenthal family if they would do anything differently? Why do they feel that other countries would not step into help the targeted groups of people by the Germans? How do you think the story would have been different if they did not hide the gun?

Keene, chpt. - 4

After reading chapter four i feel that i will strive to make my classroom as comfortable as the one in the chapter. First off, I feel that the students need to feel comfortable, and secondly, somehow make the classroom their own. After this is accomplished i feel that teachers can then model for students and hold a higher standard for them. I like the idea of giving students more time to think about a question or topic, instead of quickly calling on the first students to throw their hand up, and then jumping right to the next student. Then when students are called upon, the teacher needs to probe deeper to help them understand how they understand. By doing this, students may then do this with each other while working together with out the teacher.

Keene chp. - 3

While reading chapter three i could not help but think about topics that i have fervently researched, learned about, and understood. Unfortunately, most of them are extracurricular, such as sports, hunting, truck parts, etc. So i have thought, through reading this chapter, what did i learn? Though not very educational content, i learned how i research and learn on my own. Doing so has helped me to research and learn about educational topics that have been required for classroom work. I feel that if students were given the opportunities to research, learn, and then present on topics of their choice, they would be able to understand how they learn best and understand. After doing this they could then use those techniques for their classroom work. i feel that far to often when children are given a task to accomplish, that requires research, they sometimes have no clue where to start, because they do not understand how they learn.

FPP chp. - 2

I feel that this book could be used in a very complex manner. The governmental ways of Germany, the geographic locations and movement, the U.S. immigration laws of the time, etc. could all be examined and talked about within a sixth grade classroom. I would try to obtain a map of Germany at the time, as well as Europe and the world. Then I would have the class track the families journeys around Europe. I would also talk to the class about how they would feel if the entire school started to vocally turn against only our class. How would they feel if they actually had to fear for their life, their families life, and be unsure of their future waiting on a piece of paper to travel to America?

FPP - chp. 1

After finishing chapter one I feel that some, or most children in a sixth grade class would be awestruck. The descriptions of what life was like in the camp are very vivid, and one could only imagine what it could have been like. In the first discussion about this book with a sixth grade class, I would start off by asking what they thought of the first chapter. Then I would ask them how they would feel if they had to endure everything that Marion's family and the rest of the camp members had to. How would they feel is they had to wear the same clothes all of the time, with no change? How would they feel if they were never allowed to bathe? How would they feel if they only received one meal a day? How would they feel about the communal bathrooms? How would they feel about going to the bathroom in the same cup or bowl they had to use for their food? How would they feel about living in the barracks with six hundred others, which are only meant to hold one hundred. Etc.

Keene, chpt. 2

Upon finishing chapter two, I too have realized that teachers are going through the motions, doing exactly as the curriculum book prescribes. One aspect i have noticed, throughout my own experiences, is that more of an emphasis is place on the amount of books read. I do believe that it is all fine and dandy that students improve on their reading rates, however, shouldn't they first develop their skills of understanding? I have seen students fly through a chapter in their reading group, and then not remember or comprehend what they read. So if the goal of their independent reading is to see how many books they can read, how many of those books are they just flying through, and not comprehending what they read?

Upon finishing chapter one, Keene raises some of the most difficult and controversial issues that almost all elementary teachers may face. This has to deal with more literacy needing to be taught, so what subject is less important than another to teach less or leave out? However, I feel that teachers can use books in literacy lessons that cover other subject areas.

One thing i like and have an issue with is how Keene suggests intriguing, provoking, and raising the bar far students. I feel that this may work for some students, however, what are teachers to do who have students that who are not affected by these strategies?

After beginning chapter one of "To Understand", by Ellin Keene, I have been uneasy about Jamika's comments. If you think about what does "make sense mean" really mean to a second grader. I they can retell a story, answer questions about it, and learn new vocab they have a good memory, not an understanding ("make sense") of the point. I wonder how many elementary school children feel the same way as Jamika did. If understanding is relating one's experiences with an authors message, how are young children, with very little experiences, supposed to understand an authors message?