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Final Answers forto Course Essential
These 4 daybook entries act as evidence and showcase my thinking and building process to being able to answer the essential questions. For a detailed explanation of my answers to these questions, please refer to my reflective essay in which I have devoted time to depict my final answers.
2/7/12 - Wilhelm's "The Social Contract" - From "You Gotta be the Book!"

Daybook Entries:EvidenceEntries: Evidence Explaining Final
These 4 daybook entries act as evidence and showcase my thinking and building process to being able to answer the essential questions. For a detailed explanation of my answers to these questions, please refer to my reflective essay in which I have devoted time to depict my final answers.
2/7/12 - Wilhelm's "The Social Contract" - From "You Gotta be the Book!"

Rationale for Teaching Film
A type of text that we heavily discussed in terms of utilizing it in the English classroom was film. There are many justifiable reasons for teaching film to our students. Not only does film enhance student learning, but it is also a tool that motivates all students, especially boys and English Language Learners. Film opens a window that allows for cultural, personal, and academic connections to occur, which in turn creates deeper student understanding. Film also lends itself heavily to visual learners by helping students to visualize stories, concepts, and ideas. Additionally, because film is a medium that all students are familiar with, when showcasing film in the classroom, students are more willing to discuss not only the visual aspects of the film, but the storyline behind what is being portrayed. This all alludes to why studying film and literature should go hand in hand; the elements and meaning that one takes from film techniques in comparison to those taken from literary devices are one in the same, just represented differently through different devices. By introducing your students to film in the English classroom, you are doing these individuals a favor by showcasing literary elements through a different lens that all students enjoy and already understand without even really recognizing it.
showcase literary elementselements, such as
*Refer to John Golden's Reading in the Dark: Using Film as a Tool in the English Classroom for more examples of how to use film to maximize student learning of additional literary devices and, even more specifically, how to teach specific novels with their film adaptations.*

Rationale for Teaching Film
A type of text that we heavily discussed in terms of utilizing it in the English classroom was film. There are many justifiable reasons for teaching film to our students. Not only does film enhance student learning, but it is also a tool that motivates all students, especially boys and English Language Learners. Film opens a window that allows for cultural, personal, and academic connections to occur, which in turn creates deeper student understanding. Film also lends itself heavily to visual learners by helping students to visualize stories, concepts, and ideas. Additionally, because film is a medium that all students are familiar with, when showcasing film in the classroom, students are more willing to discuss not only the visual aspects of the film, but the storyline behind what is being portrayed. This all alludes to why studying film and literature should go hand in hand; the elements and meaning that one takes from film techniques in comparison to those taken from literary devices are one in the same, just represented differently through different devices. By introducing your students to film in the English classroom, you are doing these individuals a favor by showcasing literary elements through a different lens that all students enjoy and already understand without even really recognizing it.
example of how one could successfully usinguse film in
*Refer to John Golden's Reading in the Dark: Using Film as a Tool in the English Classroom for more examples of how to use film to maximize student learning of additional literary devices and, even more specifically, how to teach specific novels with their film adaptations.*

Rationale for Teaching Film
A type of text that we heavily discussed in terms of utilizing it in the English classroom was film. There are many justifiable reasons for teaching film to our students. Not only does film enhance student learning, but it is also a tool that motivates all students, especially boys and English Language Learners. Film opens a window that allows for cultural, personal, and academic connections to occur, which in turn creates deeper student understanding. Film also lends itself heavily to visual learners by helping students to visualize stories, concepts, and ideas. Additionally, because film is a medium that all students are familiar with, when showcasing film in the classroom, students are more willing to discuss not only the visual aspects of the film, but the storyline behind what is being portrayed. This all alludes to why studying film and literature should go hand in hand; the elements and meaning that one takes from film techniques in comparison to those taken from literary devices are one in the same, just represented differently through different devices. By introducing your students to film in the English classroom, you are doing these individuals a favor by showcasing literary elements through a different lens that all students enjoy and already understand without even really recognizing it.
is by showing clips from
*Refer to John Golden's Reading in the Dark: Using Film as a Tool in the English Classroom for more examples of how to use film to maximize student learning of additional literary devices and, even more specifically, how to teach specific novels with their film adaptations.*

Rationale for Teaching Film
A type of text that we heavily discussed in terms of utilizing it in the English classroom was film. There are many justifiable reasons for teaching film to our students. Not only does film enhance student learning, but it is also a tool that motivates all students, especially boys and English Language Learners. Film opens a window that allows for cultural, personal, and academic connections to occur, which in turn creates deeper student understanding. Film also lends itself heavily to visual learners by helping students to visualize stories, concepts, and ideas. Additionally, because film is a medium that all students are familiar with, when showcasing film in the classroom, students are more willing to discuss not only the visual aspects of the film, but the storyline behind what is being portrayed. This all alludes to why studying film and literature should go hand in hand; the elements and meaning that one takes from film techniques in comparison to those taken from literary devices are one in the same, just represented differently through different devices. By introducing your students to film in the English classroom, you are doing these individuals a favor by showcasing literary elements through a different lens that all students enjoy and already understand without even really recognizing it.
particular example I can think of issuccessfully using film in the classroom is by clips from
*Refer to John Golden's Reading in the Dark: Using Film as a Tool in the English Classroom for more examples of how to use film to maximize student learning of additional literary devices and, even more specifically, how to teach specific novels with their film adaptations.*

Rationale for Teaching Nonfiction
When given the choice between Fiction and Nonfiction, Nonfiction is normally pushed to the side in most English classrooms when it actually could be utilized in a successful way that would promote student learning and peak student interest! There are many reasons as to why a teacher should teach the text of Nonfiction in their English classroom. For one, as reading and literature should be used throughout all subjects in schools, Nonfiction allows for a great way to do this by showcasing the connection between literature and other academic concentrations such as science, social studies, math, and art. As reading is generally not geared toward the male population, bringing Nonfiction into the classroom for the sake of our male students is another huge reason as to why we should incorporate this type of text; boys love Nonfiction and it acts as a great motivator that gets boys interested in reading. Besides the fact that Nonfiction has actually been found to be what 90% of students read after leaving high school, Nonfiction allows for a positive change in the classroom to occur. This type of text changes how information is taught and adds a whole new grouping of genres to the mix, with some examples being memoirs, biographies, historical literature, essays, and diagrams. Nonfiction also generates a rich vocabulary and provokes and challenges readers to view multiple perspectives to an issue or topic, a trait that students should have implemented for their reading, but also for their perspective on life as a whole.
of the eventeven,t such as and demonstrate thatthe notion that
*Many of these ideas came from Chapter 9 in Milner & Milner’s Bridging English. For more details on the reasons listed above, please refer to this wonderful resource!*

Rationale for Teaching Nonfiction
math, and art to occur.art. As reading
There are many ways that Nonfiction can be used to maximize student learning. For one, if you are reading a fiction novel in class or learning about a specific event, time period, or group of people, you can use Nonfiction to better paint a picture and get the students more interested in the topic or the other novel you are teaching. A prime example that would allow this to occur is if you were teaching the Dustbowl, you could use a reference novel that also includes images of the event such as Martin W. Sandler’s The Dust through the Lens. By integrating this Nonfiction text into your teaching, you enhance student learning and understanding of a topic that may be hard for your students to grasp, especially because the students did not live through it. Additionally, Nonfiction can be used to maximize learning as it tends to be a type of text that eases the pathway for struggling readers. Struggling readers tend to have more of a desire to read and learn about real life concepts, topics, and ideas that they have already built an interest in and/or have experienced; just a topic and focus itself creates excitement in our struggling readers. As mentioned above, due to Nonfiction’s rich vocabulary, this also maximizes student learning by allowing students not only an experience to build this vocabulary, but to actually see such words used in context. Although these are only a few of the surplus amount of reasons to use Nonfiction text in your classroom, these reasons alone speak highly and demonstrate that notion that by bringing this type of text into the classroom, you are not only accommodating all students including those who struggle with reading and have a hard time finding enjoyment in reading, but you are also creating a rich classroom environment that showcases to your students the connections between their learning and the real world.
*Many of these ideas came from Chapter 9 in Milner & Milner’s Bridging English. For more details on the reasons listed above, please refer to this wonderful resource!*

Rationale for Teaching Nonfiction
this by allowingshowcasing the connection
There are many ways that Nonfiction can be used to maximize student learning. For one, if you are reading a fiction novel in class or learning about a specific event, time period, or group of people, you can use Nonfiction to better paint a picture and get the students more interested in the topic or the other novel you are teaching. A prime example that would allow this to occur is if you were teaching the Dustbowl, you could use a reference novel that also includes images of the event such as Martin W. Sandler’s The Dust through the Lens. By integrating this Nonfiction text into your teaching, you enhance student learning and understanding of a topic that may be hard for your students to grasp, especially because the students did not live through it. Additionally, Nonfiction can be used to maximize learning as it tends to be a type of text that eases the pathway for struggling readers. Struggling readers tend to have more of a desire to read and learn about real life concepts, topics, and ideas that they have already built an interest in and/or have experienced; just a topic and focus itself creates excitement in our struggling readers. As mentioned above, due to Nonfiction’s rich vocabulary, this also maximizes student learning by allowing students not only an experience to build this vocabulary, but to actually see such words used in context. Although these are only a few of the surplus amount of reasons to use Nonfiction text in your classroom, these reasons alone speak highly and demonstrate that notion that by bringing this type of text into the classroom, you are not only accommodating all students including those who struggle with reading and have a hard time finding enjoyment in reading, but you are also creating a rich classroom environment that showcases to your students the connections between their learning and the real world.
*Many of these ideas came from Chapter 9 in Milner & Milner’s Bridging English. For more details on the reasons listed above, please refer to this wonderful resource!*

Rationale for Teaching Nonfiction
When given the choice between Fiction and Nonfiction, Nonfiction is normally pushed to the side in most English classrooms when it actually could be utilized in a successful way that would promote student learning and peak student interest! There are many reasons as to why a teacher should teach the text of Nonfiction in their English classroom. For one, as reading and literature should be used throughout all subjects in schools, Nonfiction allows for a great way to do this by allowing the connection between literature and other academic concentrations such as science, social studies, math, and art to occur. As reading is generally not geared toward the male population, bringing Nonfiction into the classroom for the sake of our male students is another huge reason as to why we should incorporate this type of text; boys love Nonfiction and it acts as a great motivator that gets boys interested in reading. Besides the fact that Nonfiction has actually been found to be what 90% of students read after leaving high school, Nonfiction allows for a positive change in the classroom to occur. This type of text changes how information is taught and adds a whole new grouping of genres to the mix, with some examples being memoirs, biographies, historical literature, essays, and diagrams. Nonfiction also generates a rich vocabulary and provokes and challenges readers to view multiple perspectives to an issue or topic, a trait that students should have implemented for their reading, but also for their perspective on life as a whole.
event, time periodperiod, or group
*Many of these ideas came from Chapter 9 in Milner & Milner’s Bridging English. For more details on the reasons listed above, please refer to this wonderful resource!*