Textbook Amy Krouse Rosenthal (pg. 1-59) and Mentor Texts (Chapter 1)
I was really excited to read this book, as I have read articles by AKR and know some background about her life story. However, before opening the book, I had never looked inside. I was pleasantly surprised to see that the format of the book is interactive. Even the acknowledgements were fun to read, something I hardly ever do (sorry, Dr. Frye). I tried sending a text to the number that AKR had included in the book, but I didn't have luck with receiving a text in return. I am wondering if the number doesn't work anymore? The pre-assessment was entertaining, fun and also had a sense of deepness that I was't expecting. One question that stuck with me was "I am trying." As I looked at the options below, I could't decide what I should choose. It was clear to me that this book was going to be a book that really sticks with you. From the first page I could tell that AKR is smart, funny, empathetic. It was impressive and exciting that an author could communicate this just a few pages into a book.
As I was reading, I wondered...
- When will AKR reveal the "purpose" of her memoir?
- Is there another book like this published right now? This book is strikingly unique.
- Overall, the Geography section kind of confused me. I expected these anecdotes and stories to be a little more focused on, well... Geography. Instead, I was surprised to learn that much of the section was about serendipity. Would all the themes be like this?
Serendipity is something that that is hard to convey to the reader, and I appreciated how AKR used a definition, visuals and short stories to endear the reader. As I was reading, I thought to myself, when have I experienced serendipity? As I reflected, I noticed how much I was struggling to come up with my serendipitous story. I have been thinking about my experiences with serendipity all week, because of course I have experienced serendipity. I came up with two options explaining why I couldn't think of a story... One, my standards for serendipity are much too high and I haven't learned to appreciate serendipity in the day to day. When something serendipitous happens, I don't sit in the wonder. Reading these stories has made me want to mirror what AKR is doing in this book, taking in these experiences as miracles (and write them down!). Two, maybe I am too busy and distracted to enjoy the seredipity all around me. I am still going to be thinking about how I can appreciate serendipity more.
As I read the stories about serendipity, the story that stuck with me the most was the story about AKR letting her son go. Something about that story is comforting, but scary. Howww did that happen?! Is that God? A ghost? What are the chances of that happening?! I like how AKR leaves the possibility "open", not telling them that serendipity is something that can be measured.
Love that AKR included that it takes a snowflake 2 hours to reach earth. That does seem peaceful, as I freeze during winter up here. I enjoyed the short enrties like this.
In the classroom, I think that this book would be appreciated and loved by older students in the classroom. This book would suit students who are tired of reading books that might be labeled as traditional, or even "the Classics." I think it could be really fun and inventive to have students create their own version of a "pre-assessment." This could be a fun way to get students ready to interact with the text!
Citations
Dorfman, L. R., Cappelli, R., & Hoyt, L. (2017). Mentor texts: Teaching writing through childrens literature, k-6. Portland, ME: Stenhouse.
Rosenthal, A. K. (2016). Textbook Amy Krouse Rosenthal: Not exactly a memoir. NY, NY: Dutton
Textbook Amy Krouse Rosenthal
WEEK ONE
Mentor Texts
Moving onto Mentor Texts, a non-fiction book that is meant to speak to the importance of utilizing Mentor Texts in the classroom. One particular quote that stuck out to me was on page 7, where it says that "The "fingerprints" of authors craft found in in mentor texts often become out own. Mentor texts are as comfortable as a worn pair of blue jeans (Dorfman & Cappelli, 2017). Additionally, I appreciated the nod to Mary Oliver, saying that we learn through imitation. I have never considered how mentor texts can be used to show students how to write well. Before reading this chapter, I assumed that mentor texts were mainly used to enhance the book at the "center", but now I have a newfound appreciation for mentor texts and all that they can contribute!
Additionally, I don't think that I ever found the importance of revisiting the mentor texts to be that important. Now, I can appreciate how mentor texts can reinforce ideas, themes, etc. On page 11, I gleaned a lot from the importance of having a writing teacher in the classroom. Going back to the Mary Oliver idea, students learn through imitation, and teachers have the chance to "set the stage" when it comes to how students write.
