This article discusses why authors include deaf characters in their works. Authors interviewed had various motivations, including wanting to provide role models for deaf children, increase understanding between deaf and hearing people, and realistically portray the deaf experience. Hearing authors conducted research such as meeting deaf individuals and taking ASL classes to create authentic deaf characters. While deaf authors hoped deaf youth would read their books, their works were not meant to exclude hearing readers. Overall, authors sought to educate and bring more inclusion and representation to adolescent literature.
This document provides guidance on how to do book reviews and book talks for adolescent literature that includes deaf or hard of hearing characters. It recommends choosing books with broad appeal, considering how diverse characters are portrayed, and understanding the difference between reviews and talks. Research findings show hearing authors presented deafness in a more cultural way while deaf authors included more pathological perspectives. The document also provides tips on book selection and presentation for book talks.
Katherine Paterson is an award-winning author of children's and young adult literature. She was born in China in 1932 to Christian missionary parents and lived in China until age 8 when she moved to the US due to the Japanese invasion. Paterson wrote over 20 books and is best known for Bridge to Terabithia which won the Newbery Medal. Many of her books have won additional awards including the National Book Award, Edgar Award, and Hans Christian Andersen Medal.
my name is Delly ELim , Indonesian originally and i love chocolate haha . I made this myself to gain the score of my thesis or proposal during my 7th grade to STIBA Saraswati Denpasar in November 2014. what a pity slide but that's all i could do, i tried my best to analize the phenomenon of my favorite novel UGLY by Constance Briscoe. why did Constance Briscoe or Clare, her nickname would dedicate this novel to her teacher Miss K which wriiten only for one short chapter of 25 chapters, chapter 17 for 12 pages? the whole story is about how she was abused by her mom.. but then why she came with the idea of one chapter direct interaction with miss Korchinskye for a short story and miss k deserved the dedication to this novel. ' aim high ' Miss K.
The students began a new unit called "One World, Many Stories" where they rotated between classrooms to participate in story-related activities, including using pictures to tell stories, acting out readers' theatre plays, listening to stories by an author, and sharing their favorite books. They learned that stories can be told orally, through pictures, acted out, or read from books. The author Corinne Fenton visited and read one of her stories to the class. The students continued learning about stories and authors through various activities including character studies and illustrations inspired by author Pamela Allen.
This document contains summaries of 8 Caldecott Medal winning children's books:
1) The Adventures of Beekle: The Unimaginary Friend tells the story of an imaginary friend who sets out to find a child to be friends with.
2) This Is Not My Hat is about a fish who steals a hat from a bigger fish but gets caught.
3) A Sick Day for Amos McGee is about zoo animals visiting their sick friend Amos McGee at his home.
4) The Lion & the Mouse retells the Aesop fable about an unlikely friendship between a lion and mouse.
5) The House in the Night uses wordless illustrations to tell
The students began a unit called "One World, Many Stories" where they rotated through classrooms to learn about stories in different ways, such as drawing a story based on pictures or acting out a play. They listened to stories written by an author-in-residence and shared their favorite books. They learned that stories can be told orally or through different media. The students met the author and listened to her read one of her stories. They are drafting stories about special people in their lives and will edit and publish them.
This document provides the summer reading assignment for students taking English I at Meadow Glen Middle School for the 2017-2018 school year. Students are required to read two books over the summer - one selected from an attached list and one self-selected book. For each book, students must write a evaluative book review of one page or less following specific guidelines. The book reviews are due on August 28, 2017. Teachers are available to answer any questions about the assignment.
This document summarizes Philip Yancey's experience learning to read as a child and the profound impact it had on him. In 3 sentences:
As a young boy, Yancey was fascinated by the "secret code" of written words and pestered his mother to reveal what the letters and marks on pages meant. After learning to read by following along with records of stories he knew, the day came when he could read independently and it felt like electricity shooting through his body. Reading opened up new worlds for Yancey and helped challenge the racist assumptions of his upbringing, setting him on the path to becoming a writer himself due to his appreciation of the power and freedom of words.
This document provides guidance on how to do book reviews and book talks for adolescent literature that includes deaf or hard of hearing characters. It recommends choosing books with broad appeal, considering how diverse characters are portrayed, and understanding the difference between reviews and talks. Research findings show hearing authors presented deafness in a more cultural way while deaf authors included more pathological perspectives. The document also provides tips on book selection and presentation for book talks.
Katherine Paterson is an award-winning author of children's and young adult literature. She was born in China in 1932 to Christian missionary parents and lived in China until age 8 when she moved to the US due to the Japanese invasion. Paterson wrote over 20 books and is best known for Bridge to Terabithia which won the Newbery Medal. Many of her books have won additional awards including the National Book Award, Edgar Award, and Hans Christian Andersen Medal.
my name is Delly ELim , Indonesian originally and i love chocolate haha . I made this myself to gain the score of my thesis or proposal during my 7th grade to STIBA Saraswati Denpasar in November 2014. what a pity slide but that's all i could do, i tried my best to analize the phenomenon of my favorite novel UGLY by Constance Briscoe. why did Constance Briscoe or Clare, her nickname would dedicate this novel to her teacher Miss K which wriiten only for one short chapter of 25 chapters, chapter 17 for 12 pages? the whole story is about how she was abused by her mom.. but then why she came with the idea of one chapter direct interaction with miss Korchinskye for a short story and miss k deserved the dedication to this novel. ' aim high ' Miss K.
The students began a new unit called "One World, Many Stories" where they rotated between classrooms to participate in story-related activities, including using pictures to tell stories, acting out readers' theatre plays, listening to stories by an author, and sharing their favorite books. They learned that stories can be told orally, through pictures, acted out, or read from books. The author Corinne Fenton visited and read one of her stories to the class. The students continued learning about stories and authors through various activities including character studies and illustrations inspired by author Pamela Allen.
This document contains summaries of 8 Caldecott Medal winning children's books:
1) The Adventures of Beekle: The Unimaginary Friend tells the story of an imaginary friend who sets out to find a child to be friends with.
2) This Is Not My Hat is about a fish who steals a hat from a bigger fish but gets caught.
3) A Sick Day for Amos McGee is about zoo animals visiting their sick friend Amos McGee at his home.
4) The Lion & the Mouse retells the Aesop fable about an unlikely friendship between a lion and mouse.
5) The House in the Night uses wordless illustrations to tell
The students began a unit called "One World, Many Stories" where they rotated through classrooms to learn about stories in different ways, such as drawing a story based on pictures or acting out a play. They listened to stories written by an author-in-residence and shared their favorite books. They learned that stories can be told orally or through different media. The students met the author and listened to her read one of her stories. They are drafting stories about special people in their lives and will edit and publish them.
This document provides the summer reading assignment for students taking English I at Meadow Glen Middle School for the 2017-2018 school year. Students are required to read two books over the summer - one selected from an attached list and one self-selected book. For each book, students must write a evaluative book review of one page or less following specific guidelines. The book reviews are due on August 28, 2017. Teachers are available to answer any questions about the assignment.
This document summarizes Philip Yancey's experience learning to read as a child and the profound impact it had on him. In 3 sentences:
As a young boy, Yancey was fascinated by the "secret code" of written words and pestered his mother to reveal what the letters and marks on pages meant. After learning to read by following along with records of stories he knew, the day came when he could read independently and it felt like electricity shooting through his body. Reading opened up new worlds for Yancey and helped challenge the racist assumptions of his upbringing, setting him on the path to becoming a writer himself due to his appreciation of the power and freedom of words.
This document discusses strategies for engaging reluctant readers, including using interest surveys to learn readers' interests, allowing choice in book selection, and recommending specific authors and book titles across a range of genres that are appealing to reluctant readers such as graphic novels, short chapters, humor, and action. Key sources discussed are The Book Whisperer by Donalyn Miller, When Kids Can't Read by Kylene Beers, and In the Middle by Nancie Atwell.
The document provides summaries and reviews of over 30 books for children and young adults that feature deaf characters. Many of the books are novels that tell stories of deaf teenagers going about their daily lives and experiences. Several works are biographical or historical fiction featuring important figures in the deaf community such as Helen Keller. The books cover a wide range of reading levels and topics related to deaf culture, identity, and experiences.
Booktalking for upper elementary and middle school agescfischbuch
This document provides a list of booktalking tools and book recommendations for upper elementary and middle school students. It outlines several websites and blogs that contain book reviews, booktalks, trailers and other resources for finding and promoting books. It then provides summaries and read-aloud suggestions for over 50 fiction and non-fiction titles spanning various genres like graphic novels, novels in verse, short stories and more. The document concludes with a section titled "To be Read" that outlines additional upcoming book titles to keep an eye out for in the upcoming school year.
This document provides book recommendations from a teacher named Mrs. Malinowski. It summarizes 14 books and assigns each a letter grade rating. Some of the recommended books include the Harry Potter series, The Hunger Games trilogy, The Book Thief, and To Kill a Mockingbird. The document encourages ambitious readers to explore these titles and notes that some books contain mature themes that may warrant discussion with parents. It concludes by reminding readers that the teacher is available to help find more books and discuss literature.
This document provides an overview of the author's experiences in English courses during their time at Ohio Wesleyan University from 2009-2013. It describes influential courses on Virginia Woolf and creative writing that sparked the author's interest in using personal experiences in their writing. It also discusses struggles with compartmentalizing life events from fiction and doubts about their writing ability. The author learned that life experiences are the root of words, determination builds strength despite struggles, and failures provide lessons on how not to proceed.
This document provides biographical information about author Laurie Halse Anderson and summarizes some of her novels, including Speak, Prom, and Catalyst. It discusses when and where she was born, her education, early career, and some of her major writing successes and awards. Key details are provided about the plots of Speak, Prom, and Catalyst along with potential classroom activities related to each book.
This document provides summaries and recommendations for several graphic novels. The summaries are 3 sentences or less and highlight the main characters, plots, and themes of the works. The recommendations provide additional context and suggest potential readers who may enjoy each graphic novel. Awards and honors received for some of the titles are also mentioned.
This document provides summaries of 7 novels focusing on their characters, plots, settings, themes, and styles. For Bridge to Terabithia, the characters are believable and relatable to children. The plot engages readers from the start and has an unexpected tragedy. Out of My Mind has a realistic school setting that is important to the theme of not judging others. Rules shows how settings and a character's growth reveal the theme. A Crooked Kind of Perfect demonstrates the author's unique style and relatable main character. Dear Mr. Henshaw is written through letters and a diary in first person. Timmy Failure has a unique style using drawings and incorporates humor.
The Sparrow Writers Writing Group is a monthly writing group that meets in Watertown, WI to promote creativity and build community among aspiring authors. Each meeting begins with a "three words" writing prompt where members incorporate unfamiliar words into a short story. The consistency of this activity helps the group focus. The group uses additional prompts to get ideas flowing and support each other's writing. Bringing together people of various ages and backgrounds, the Sparrow Writers aim to provide encouragement and friendship for those seeking an outlet for their creative talents.
The document summarizes a student's senior project where they wrote and illustrated a children's book. Some key details:
1) The student chose to write a children's book to teach kids an important life lesson. With help from their facilitator Mr. Sapere, they decided on the theme that "not everything is as it appears" and created characters to exemplify this theme.
2) They worked with a local elementary class, reading drafts and having the students illustrate the final book. This helped bond with the students and get feedback.
3) Through the project, the student realized writing children's books may not be the best career path for them but they still wish to influence and educate
1) The author wrote and illustrated a children's book for a senior project to teach elementary school students about how things are not always what they seem.
2) She worked with her facilitator and an elementary school teacher to have her book illustrated and read to a first grade class.
3) Through the process, the author bonded with the students and realized that while educating children through literature is worthwhile, writing children's books may not be the best career path for her.
The document is the author's reading autobiography. It summarizes her experience learning to read as a child with supportive parents and family. As a teen, she used fantasy novels featuring female heroes to explore her identity and avoid social conflicts. In college, she became a more critical reader and reflected on how the books she read as a teen portrayed limited notions of feminism. As a librarian, she wants to help all young people find books that support their identity development and make reading a positive experience.
Information on Brown Girl, Brownstones for the CAPE Literatures in English students who are studying this Paule Marshall text about a young girl's coming of age in New York in the 1930's and 1940's
The document provides details about Erin Lafond's fantasy novel titled "The Sisters of Soljurn" which centers around an ancient culture of women who worship a goddess named Onya. Lafond discusses researching writing techniques and addressing flaws in her writing. She realized she wanted to create strong female characters who were not defined by romantic relationships with men. The excerpt shows the introduction of characters Mei, a potential Sister, and Hecate, who senses Mei is in danger and brings her to the Sisterhood for help.
A chance encounter leads to the journey of a lifetime in this powerful and emotional love story, perfect for fans of One Day, Me Before You and In Five Years.If you could turn back the clock, would you choose a different life?Ben?s always loved the month of December, but this year, with his relationship with Daphne on the rocks, it?s missing its usual magic. And then his old friend Alice gets back in touch. Ben?s always thought of Alice as the one that got away, and he can?t help but wonder: what if he?d done things differently all those years ago?He never imagines he might get to find out? but when a stranger sells Ben a mysterious watch one freezing winter?s night, he?s astonished to wake up the next morning on 5th December 2005: the day he first kissed Daphne, leaving Alice behind.Now Ben must make the biggest decision of his life, all over again. But this time around, will he finally find the courage to follow his heart?All About Us is a captivating novel of heartbreak and loss,
The document discusses using personal voice in writing. It defines voice as the sense that a real person is speaking to the reader and cares about the message. Voice comes through the writer's choice of words and attitude about the subject. The document provides examples of text with unique voices and an activity where students write a letter expressing a given tone.
This document summarizes notable English books published in 2011 by South Asian authors. It discusses how Amitav Ghosh's River of Smoke was widely praised and won the Blue Metropolis International Literary Grand Prix. It also mentions positive reception for novels like Noon by Aatish Taseer and A Free Man by Aman Sethi. The Emperor of All Maladies by Siddhartha Mukherjee, which won the Pulitzer Prize, is highlighted. Interviews with critics provide overviews of additional well-received books from 2011.
The document discusses Dr. Seuss' book "The Cat in the Hat" and its context. It explains that Geisel created the Cat in the Hat in response to a debate about early childhood literacy in the US. He was asked to write an entertaining primer by William Spaulding. The book was a critical and commercial success, praised for being an exciting alternative to traditional primers. It sold over a million copies within three years and was listed as one of the best-selling children's books of all time.
The document discusses place in a first-year critical reading and writing course at Gallaudet University. It provides background on the course, including its student learning outcomes and demographics of the diverse and linguistically varied students. Research is presented on definitions of place and how classroom climate, community, and blogging can impact student learning and engagement. Evidence is given of how place is manifested in the course through dynamics of power and authority, students' roles and responsibilities, and using physical and online spaces for specific academic purposes. The goal is to understand how place shapes students' learning experiences.
This document outlines goals and strategies for effectively exhibiting deaf sports collections both in physical exhibitions and online. It discusses creating exhibitions at the Deaf Culture Centre in Toronto that tell the stories and showcase the achievements in deaf sports through engaging displays of documents, photos, artifacts and interactive elements. The goals are to inspire and increase appreciation for deaf athletes and sports while encouraging participation. The proposed design approach aims to transform the space into an inviting, fun environment through strong visual elements and interactive exhibits like reenacting a historic football huddle invention or playing virtual sports games. Lectures and workshops would also be included to bring the exhibitions to life. Online, deafplanetsportsvillage.com is highlighted as an award-winning website that could
This document discusses strategies for engaging reluctant readers, including using interest surveys to learn readers' interests, allowing choice in book selection, and recommending specific authors and book titles across a range of genres that are appealing to reluctant readers such as graphic novels, short chapters, humor, and action. Key sources discussed are The Book Whisperer by Donalyn Miller, When Kids Can't Read by Kylene Beers, and In the Middle by Nancie Atwell.
The document provides summaries and reviews of over 30 books for children and young adults that feature deaf characters. Many of the books are novels that tell stories of deaf teenagers going about their daily lives and experiences. Several works are biographical or historical fiction featuring important figures in the deaf community such as Helen Keller. The books cover a wide range of reading levels and topics related to deaf culture, identity, and experiences.
Booktalking for upper elementary and middle school agescfischbuch
This document provides a list of booktalking tools and book recommendations for upper elementary and middle school students. It outlines several websites and blogs that contain book reviews, booktalks, trailers and other resources for finding and promoting books. It then provides summaries and read-aloud suggestions for over 50 fiction and non-fiction titles spanning various genres like graphic novels, novels in verse, short stories and more. The document concludes with a section titled "To be Read" that outlines additional upcoming book titles to keep an eye out for in the upcoming school year.
This document provides book recommendations from a teacher named Mrs. Malinowski. It summarizes 14 books and assigns each a letter grade rating. Some of the recommended books include the Harry Potter series, The Hunger Games trilogy, The Book Thief, and To Kill a Mockingbird. The document encourages ambitious readers to explore these titles and notes that some books contain mature themes that may warrant discussion with parents. It concludes by reminding readers that the teacher is available to help find more books and discuss literature.
This document provides an overview of the author's experiences in English courses during their time at Ohio Wesleyan University from 2009-2013. It describes influential courses on Virginia Woolf and creative writing that sparked the author's interest in using personal experiences in their writing. It also discusses struggles with compartmentalizing life events from fiction and doubts about their writing ability. The author learned that life experiences are the root of words, determination builds strength despite struggles, and failures provide lessons on how not to proceed.
This document provides biographical information about author Laurie Halse Anderson and summarizes some of her novels, including Speak, Prom, and Catalyst. It discusses when and where she was born, her education, early career, and some of her major writing successes and awards. Key details are provided about the plots of Speak, Prom, and Catalyst along with potential classroom activities related to each book.
This document provides summaries and recommendations for several graphic novels. The summaries are 3 sentences or less and highlight the main characters, plots, and themes of the works. The recommendations provide additional context and suggest potential readers who may enjoy each graphic novel. Awards and honors received for some of the titles are also mentioned.
This document provides summaries of 7 novels focusing on their characters, plots, settings, themes, and styles. For Bridge to Terabithia, the characters are believable and relatable to children. The plot engages readers from the start and has an unexpected tragedy. Out of My Mind has a realistic school setting that is important to the theme of not judging others. Rules shows how settings and a character's growth reveal the theme. A Crooked Kind of Perfect demonstrates the author's unique style and relatable main character. Dear Mr. Henshaw is written through letters and a diary in first person. Timmy Failure has a unique style using drawings and incorporates humor.
The Sparrow Writers Writing Group is a monthly writing group that meets in Watertown, WI to promote creativity and build community among aspiring authors. Each meeting begins with a "three words" writing prompt where members incorporate unfamiliar words into a short story. The consistency of this activity helps the group focus. The group uses additional prompts to get ideas flowing and support each other's writing. Bringing together people of various ages and backgrounds, the Sparrow Writers aim to provide encouragement and friendship for those seeking an outlet for their creative talents.
The document summarizes a student's senior project where they wrote and illustrated a children's book. Some key details:
1) The student chose to write a children's book to teach kids an important life lesson. With help from their facilitator Mr. Sapere, they decided on the theme that "not everything is as it appears" and created characters to exemplify this theme.
2) They worked with a local elementary class, reading drafts and having the students illustrate the final book. This helped bond with the students and get feedback.
3) Through the project, the student realized writing children's books may not be the best career path for them but they still wish to influence and educate
1) The author wrote and illustrated a children's book for a senior project to teach elementary school students about how things are not always what they seem.
2) She worked with her facilitator and an elementary school teacher to have her book illustrated and read to a first grade class.
3) Through the process, the author bonded with the students and realized that while educating children through literature is worthwhile, writing children's books may not be the best career path for her.
The document is the author's reading autobiography. It summarizes her experience learning to read as a child with supportive parents and family. As a teen, she used fantasy novels featuring female heroes to explore her identity and avoid social conflicts. In college, she became a more critical reader and reflected on how the books she read as a teen portrayed limited notions of feminism. As a librarian, she wants to help all young people find books that support their identity development and make reading a positive experience.
Information on Brown Girl, Brownstones for the CAPE Literatures in English students who are studying this Paule Marshall text about a young girl's coming of age in New York in the 1930's and 1940's
The document provides details about Erin Lafond's fantasy novel titled "The Sisters of Soljurn" which centers around an ancient culture of women who worship a goddess named Onya. Lafond discusses researching writing techniques and addressing flaws in her writing. She realized she wanted to create strong female characters who were not defined by romantic relationships with men. The excerpt shows the introduction of characters Mei, a potential Sister, and Hecate, who senses Mei is in danger and brings her to the Sisterhood for help.
A chance encounter leads to the journey of a lifetime in this powerful and emotional love story, perfect for fans of One Day, Me Before You and In Five Years.If you could turn back the clock, would you choose a different life?Ben?s always loved the month of December, but this year, with his relationship with Daphne on the rocks, it?s missing its usual magic. And then his old friend Alice gets back in touch. Ben?s always thought of Alice as the one that got away, and he can?t help but wonder: what if he?d done things differently all those years ago?He never imagines he might get to find out? but when a stranger sells Ben a mysterious watch one freezing winter?s night, he?s astonished to wake up the next morning on 5th December 2005: the day he first kissed Daphne, leaving Alice behind.Now Ben must make the biggest decision of his life, all over again. But this time around, will he finally find the courage to follow his heart?All About Us is a captivating novel of heartbreak and loss,
The document discusses using personal voice in writing. It defines voice as the sense that a real person is speaking to the reader and cares about the message. Voice comes through the writer's choice of words and attitude about the subject. The document provides examples of text with unique voices and an activity where students write a letter expressing a given tone.
This document summarizes notable English books published in 2011 by South Asian authors. It discusses how Amitav Ghosh's River of Smoke was widely praised and won the Blue Metropolis International Literary Grand Prix. It also mentions positive reception for novels like Noon by Aatish Taseer and A Free Man by Aman Sethi. The Emperor of All Maladies by Siddhartha Mukherjee, which won the Pulitzer Prize, is highlighted. Interviews with critics provide overviews of additional well-received books from 2011.
The document discusses Dr. Seuss' book "The Cat in the Hat" and its context. It explains that Geisel created the Cat in the Hat in response to a debate about early childhood literacy in the US. He was asked to write an entertaining primer by William Spaulding. The book was a critical and commercial success, praised for being an exciting alternative to traditional primers. It sold over a million copies within three years and was listed as one of the best-selling children's books of all time.
The document discusses place in a first-year critical reading and writing course at Gallaudet University. It provides background on the course, including its student learning outcomes and demographics of the diverse and linguistically varied students. Research is presented on definitions of place and how classroom climate, community, and blogging can impact student learning and engagement. Evidence is given of how place is manifested in the course through dynamics of power and authority, students' roles and responsibilities, and using physical and online spaces for specific academic purposes. The goal is to understand how place shapes students' learning experiences.
This document outlines goals and strategies for effectively exhibiting deaf sports collections both in physical exhibitions and online. It discusses creating exhibitions at the Deaf Culture Centre in Toronto that tell the stories and showcase the achievements in deaf sports through engaging displays of documents, photos, artifacts and interactive elements. The goals are to inspire and increase appreciation for deaf athletes and sports while encouraging participation. The proposed design approach aims to transform the space into an inviting, fun environment through strong visual elements and interactive exhibits like reenacting a historic football huddle invention or playing virtual sports games. Lectures and workshops would also be included to bring the exhibitions to life. Online, deafplanetsportsvillage.com is highlighted as an award-winning website that could
This literature review examines deficits in mental health interpreting. It discusses how a lack of training for interpreters in mental health settings can negatively impact treatment for deaf clients. The roles and qualifications of both interpreters and mental health professionals are explored, as misunderstandings between these parties can also hinder successful therapy. Several problems are identified, such as cultural and language barriers, stress on interpreters, and unqualified interpreters being used. The review recommends improved education for both interpreters and professionals to help them better serve deaf clients receiving mental health services.
The document summarizes results from the Rovai Classroom Community Scale given to students in a course in Spring 2012. Based on the survey results:
1) Most students felt that their peers in the course cared about each other and that they felt connected to others. However, about a third felt neutral about these feelings.
2) Students felt they received timely feedback and were encouraged to ask questions. However, some felt reluctant to speak openly or that their educational needs were not fully being met.
3) Overall, the results indicate moderate to high feelings of community and support among students, though some felt isolated or uncertain about their peers. Learning outcomes were also mixed, with most feeling they had opportunities to
This document is the first issue of a newsletter called YADC Newsletter. It includes an introduction from the editor welcoming readers to the newsletter. The editor discusses their interest in compiling a list of books featuring deaf characters after a former student requested summer reading recommendations. The newsletter features an interview with author Lois Hodge about her book Season of Change. It also provides a list of books the editor plans to read over the summer and a list of 121 books featuring deaf characters in adolescent literature.
This document provides a summary of hearing authors who include deaf characters in their works. It discusses how in the past, hearing authors often presented misconceptions about deaf people due to a lack of research and involvement with the deaf community. However, the authors interviewed for this article all conducted significant research, collaborating with deaf individuals and professionals. Some authors even have degrees related to deafness. Two upcoming books are highlighted: Leading Ladies, co-authored by Marlee Matlin and based on her childhood experience, and Rally Caps, about a deaf baseball player. In under 3 sentences, this summary provides the key information about hearing authors' increasing collaboration with the deaf community and examples of two upcoming works.
7th Annual Statewide Family Conference, Madison WiscSharon Pajka
- The document discusses research on portrayals of deaf characters in adolescent literature, comics, and graphic novels.
- It aims to highlight works featuring deaf characters and acknowledge differences between portrayals by deaf vs. hearing authors.
- Research findings include that hearing authors generally presented deaf characters from a cultural perspective while deaf authors included more pathological perspectives. Reader surveys found preferences for characters portrayed as normal kids seeking their identities.
The document provides summaries of 14 books that have won the Newbery Award. Each summary is 1-3 sentences and highlights the book's genre, main characters, plot, and the summarizer's brief opinion. The books cover a range of genres including fiction, non-fiction, poetry, biography and more. The summaries provide a high-level overview of the essential details and stories contained within each book.
This document provides guidance and examples for writing book reviews that are due on October 1st. It instructs students to write 2-3 paragraphs introducing the plot and giving a recommendation, and to back up their ideas with examples from the book. It emphasizes being respectful and avoiding simply stating "I hated it." Two sample book reviews are then provided: one for The Giver, summarizing the plot and recommending it for those interested in science fiction and examining societal values; and one for Because of Winn-Dixie, praising the characters and warmth of the story.
This document provides biographical information about author Laurie Halse Anderson and summarizes some of her novels, including Speak, Prom, and Catalyst. It discusses when and where she was born, her education, early career, and some of her major writing awards. For each book, it gives a brief high-level summary of the plotline and characters. It also provides potential discussion questions or writing prompts that teachers could use with students in relation to each work.
New and noteworthy in ya and professional books (Jan. 2015)Jen Walsh
This document provides summaries and recommendations for new books in YA and teacher resources. It highlights several notable YA titles published in 2014-2015 including Brown Girl Dreaming, We Were Liars, Dreaming in Indian, and Greenglass House. It also lists upcoming titles and recommendations from Ellen and Jen on their to-be-read lists. The document concludes with summaries of several new books for teachers on topics like bullying prevention, encouraging student reading, close reading strategies, and developing student passion for reading.
The graphic novel depicts the story of Rosa Parks and her fight against segregation in the 1950s. It describes the Montgomery bus boycott and the suffering Parks and her family endured, but ends on a happy note of Parks marching with Martin Luther King Jr.
The book is recommended for teaching about the history of black suffrage and courageous people who fought for equality. It could also be used to demonstrate different book styles and formats.
This document contains summaries of 10 children's books along with the author's personal responses. It includes information about the number of pages, cultural or age groups represented, genres, and brief summaries of the plotlines. The author provides their thoughts on each book and whether they feel it could be used for storytelling. They enjoyed books that taught lessons or represented different cultures but disliked one book that gave children "false hope."
This document provides summaries of 7 children's books. Each summary is 1-3 sentences and includes the title, author(s), key details about illustrations, themes, and why each book would appeal to its intended audience. The books cover a range of topics from Aesop's fables and the life of Harriet Tubman to mysteries and choosing the right pet. Illustration styles include watercolors, mixed media, and pastels. The level of detail and concise summaries provide a helpful overview of each book.
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPRTanaMaeskm
ENG 30: INTRODUCTION TO LITERATURE
PROF. GENE MCQUILLAN
SPRING 2021 FINAL EXAM
ALL OF THE QUESTIONS REQUIRE THAT YOU REFER TO
THESE FOUR TEXTS:
=Sherman Alexie, “Superman and Me”
=Isabel Allende, “Reading the History of the World”
=the “Transcript” of the interview between Michiko Kakutani and President Barack Obama
=Alison Bechdel, Fun Home
I expect a QUOTE from each text. Make sure to use the formats we have reviewed! Please write an essay—not a list. As always, please do more than just list examples and then stop—I expect a patient and challenging conclusion to the essay.
Please do NOT refer to any outside sources or to our other readings, such as The Great Gatsby.
There are THREE questions. Choose ONE. Please do not copy the question—just indicate the letter of your choice.
QUESTIONS:
A) In all of these texts, these writers speak of how reading allowed them to claim their identity, to raise their voice, to see their world more clearly, to find the words they had been unable to say. Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of effects did these readings have on the people reading them? What might be significant about the choices they made or the reactions they had?
B) In all of these texts, these writers speak of reading and writing as a social process, one that deeply involves their families. Refer to a specific example of this process from each of the texts. Which readings are chosen and shared? Who shares them with whom? Why and how might these exchanges of texts and ideas matter?
C) In all of these readings, the writers recall that they were very curious about a range of different texts. In what ways were they influenced by “classic literature” and in what ways did they also search for inspiration in texts that might not be considered “literature?” Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of readings seem to have the most profound effects on each author? What might be significant about the types of readings that they chose and considered most influential?
It is worth 8 points (all-or-nothing). It needs to be emailed in a Word file (or just “pasted” into an email), by NOON on Thursday, June 10th.
To get 8 points, you need to:
—Write at least 600 words.
—Refer to ALL four texts.
—Refer to specific and relevant statements. Please include a quote from EACH of the texts, and when you “quote,” follow the formats we’ve reviewed.
—Do more than write a “list” of references. What MATTERS about the statements and texts you chose?
One more key thing>>
Unlike all of our previous assignments, this one will NOT feature the option of sending me a “draft”—you have two weeks to do this, SO GET IT RIGHT!
Reflecting on the fire investigation process in your community, do you believe that it is thorough enough when it comes to determining the causes and ...
Presentation Deaf Comic Book CharactersSharon Pajka
The document summarizes research on portrayals of deaf characters in comics, graphic novels, and adolescent literature. It discusses research questions around whether deaf characters are presented in a culturally authentic way or as disabled. Interviews were conducted with a Marvel comics artist and authors of books with deaf characters. Analysis of sample works found most comics portrayed deafness pathologically while hearing authors' books presented the cultural perspective more. Reader responses also slightly correlated with culturally accurate portrayals being perceived more positively.
The document summarizes events and resources for teens at the library. It announces that the teen summer reading program will begin sign-ups on June 10th, with prizes for reading, reviewing books, volunteering, or attending library programs. Special monthly teen events are also advertised, including craft activities on the third Thursday and an end-of-summer prize party. Teens can earn credit toward prizes by helping with events for younger readers. Resources for research, homework help, book reviews and recommendations, and databases are also promoted.
The document discusses five categories of epitaphs found on graves: poignant, pious, patriotic, historic, and humorous. It instructs the reader to analyze three gravestone epitaphs based on these categories, and determine if their initial analysis changes after learning the background story of each epitaph. The reader is asked to upload their analysis to Blackboard.
The document analyzes changing attitudes towards death as reflected in gravestone motifs over time. It identifies six historical motifs - Plain Style (1640-1710 reflecting resignation), Death's Head (1670-1770 reflecting fear and religious reverence), Cherub (1740-1820 reflecting confidence), Urn and Willow (1780-1850 reflecting mourning), Monuments (1840-1920 reflecting defiance and wealth), and Garden Style Markers (1900-present reflecting denial). Each motif is characterized by its time period, associated attitude, common visual characteristics, and historical or religious reasons for its popularity.
The revival of americas first urban parksSharon Pajka
Cemeteries were the first urban parks in the US in the early 19th century as church graveyards filled up. Mount Auburn Cemetery in Massachusetts set a trend of "rural cemeteries" on city outskirts that provided green space. However, as attitudes toward death changed and dedicated city parks emerged, cemeteries fell out of favor. Now, facing space constraints and fewer burials as cremation rises, cemeteries like Green-Wood in Brooklyn are reopening their gates and embracing public uses like yoga, movies, and music to stay relevant in their communities.
This document provides instructions for an assignment asking students to write and present a 3-5 minute story about the origins and meaning of their own name. It outlines the requirements that the presentation must include a visual aid, the submission of a written name story, and notes made while researching the name using family sources or artwork. A sample name story is given explaining some possible origins and meanings that could be explored such as cultural or family history influences on naming traditions.
This document discusses creating space for contemplation and reflection in the classroom. It touches on developing cognitive and affective connections in students, focusing on love and knowledge. Community and authentic learning experiences are emphasized, including reading, composing and blogging. Reflecting allows students to learn about themselves and be comfortable with uncertainty.
2012 SIG Deaf and Hard of Hearing Readers flyerSharon Pajka
The document announces a presentation at the IRA's annual convention about the Accessible Materials Project, which provides free American Sign Language educational materials to support language, literacy, and academic development for deaf and hard of hearing students. The presentation will demonstrate how teachers and families are using ASL accessible materials like books, stories, poems, and assessments to accelerate students' progress in meeting language and content standards. The Accessible Materials Project team from the Atlanta Area School for the Deaf will share examples of the materials and resources available on their Facebook and YouTube pages.
The document announces a symposium that is part of the 57th Annual Convention of the IRA in Chicago from April 29 to May 2, 2012. The symposium will take place on April 30 from 3:00pm to 5:45pm at McCormick Place West room W 471B and will focus on engaging different learners and fostering inclusive literacy. It will present breakthrough practices that support struggling and deaf learners through visual tools and differentiated instruction.
This document provides information about presentations and events at the International Reading Association's annual convention in May 2008 related to reading and deaf/hard of hearing students. It includes:
- Details on three presentations to be given at the convention on topics related to literacy processes in deaf readers, strategies for teaching struggling readers including deaf students, and a children's book author discussing his work.
- An update on children's book author Myron Uhlberg, who will discuss his books and an upcoming memoir at the convention.
- Information on joining the Special Interest Group for Deaf and Hard of Hearing Readers to support related issues.
- Announcement of the 2009 convention date and a planned presentation on deaf characters in
This document provides information about the upcoming Special Interest Group meeting at the International Reading Association's annual convention in April 2010 in Chicago. The SIG meeting will feature a presentation by Dr. Barbara Strassman on research-based writing instruction practices for deaf and hard of hearing students. Her presentation will analyze experimental and quasi-experimental research on effective writing practices and compare the findings to research on typically hearing, learning disabled, and English language learning students. She will identify areas for future research and discuss implications for classroom instruction. The document also provides additional recommended reading materials and encourages membership in the SIG.
This newsletter provides information about upcoming presentations and events related to literacy for deaf and hard of hearing students. It summarizes two presentations that will occur at an upcoming convention for the Special Interest Group for Deaf and Hard of Hearing Readers. The first presentation will provide a meta-analysis of research on effective writing instruction practices for deaf students. The second will discuss an intervention to improve reading fluency and comprehension among deaf elementary students. The newsletter also shares information about SIG newsletters online, an online course, and a new book related to deaf literacy.
This document summarizes presentations and projects involving visual tools and accessible materials for deaf students. It discusses:
1) Presentations on using visual tools to improve literacy and comprehension for deaf students given by Roger Essley and teachers from St. Francis de Sales School for the Deaf. The tools have helped students across many grades and subjects.
2) The Accessible Materials Project which creates educational materials translated into American Sign Language to address the language gap experienced by deaf students. Their goal is to make core materials affordable and accessible online.
3) Two novels by SIG member Michael Milone that incorporate characters with disabilities and are based on historical facts about early humans. The books have been well received by both children and adults.
This document summarizes research on an emergent literacy intervention called "Adapted 'Little Books'" for deaf children. The intervention uses simplified storybooks and sign bilingualism to help deaf children develop early reading skills. Twenty-five deaf children between ages 4-10 participated in the intervention over 14 months. Assessments found that the intervention improved the children's early reading concepts. The intervention incorporated parent involvement to support literacy development at home. Visual tools like drawing and writing also aided the children's emerging reading abilities. Overall, the research suggests that adapted storybooks and sign bilingualism can effectively promote emergent literacy for deaf children.
Scott kuntzeira may12012translatingasatechniqueduringguidedreadingSharon Pajka
This document summarizes a study on the use of translation during guided reading instruction with deaf students. The study examined how first grade deaf students at a school for the deaf translated between American Sign Language (ASL) and written English at different linguistic levels, from individual words to full sentences, while participating in guided reading sessions. Teachers guided students through leveled texts and students were videotaped signing their translations. Researchers analyzed the videos and identified 5 levels of translation used by students, from fingerspelling words to using multiple signs for multiple words. Overall students used translation infrequently but increased use of higher level translations with more difficult texts. The study provides insights into how translation supports reading development for deaf students.
This novel tells the story of a 12-year-old violin prodigy named David Rothman who suddenly loses his hearing. He had been an overnight success performing Tchaikovsky's Violin Concerto in New York but then on his birthday suffers an irreparable hearing loss. The book shows how he must now adapt to a new deaf culture and American Sign Language in order to continue his education and pursue his future. It is based on the author's own experience suddenly losing most of his hearing in middle age. He hopes the book will provide hope and inspiration for deaf youth.
Pia Taavila, an English professor and author who is a CODA (Child of Deaf Adults), will give a poetry reading and discussion at the Martin Luther King Jr. Memorial Library. Her poetry is inspired by growing up using visual imagery in a Deaf world. American Sign Language and voice interpreters will be present to accommodate the reading.
Pajka, Sharon, and Jane Nickerson. "Engaging Students with Videos in Integrated Learning Classes." The HUIC Arts and Humanities Conference. January 8, 2012. Ed. Derek Leong. Honolulu Hawaii: Hawaii University International Conferences, 2012. Print.
This document discusses a course on vampires taught at Gallaudet University. The course examines vampires in literature, film, and pop culture from various historical and critical perspectives. Students engage with texts like Dracula and Nosferatu, analyze films like Deafula, and discuss representations of vampires in popular culture. Students also write scripts and create short films on vampire themes. The goal is for students to develop visual literacy and critical thinking skills through interactive study of vampires across media.
Blogging an effective tool for academic writingSharon Pajka
This document summarizes research on the use of blogging as an instructional tool in academic writing courses for deaf students. The research found that blogging encouraged student engagement with course readings and writing assignments. Students who blogged were more likely to complete all assigned readings and writings than students in traditional writing courses. Analysis of student writing samples found that blogging students showed slight improvements in areas like organization of ideas and audience awareness. The researchers concluded that blogging promotes literacy, authentic reading and writing, and student engagement in learning.
This document discusses different perspectives for analyzing deaf characters in adolescent literature: the pathological perspective and the cultural perspective. The pathological perspective views deafness as a disability or deviation from normal, focusing on the condition rather than the person, and often including stereotypes. The cultural perspective emphasizes deafness as part of a linguistic and cultural minority, showing deaf characters as active participants in the deaf community and culture, with American Sign Language portrayed as a legitimate language rather than "broken English". The document provides tools for analyzing books, including checklists of traits associated with each perspective and guidance for examining characters, plots, settings and other elements through the two lenses.
This document provides resources for deaf parents with hearing children, including fact sheets, information packets, websites for deaf parenting groups, and books and films relevant to kids of deaf adults (KODAs). It lists national resources, tips for using sign language with babies, KODA summer camps, scholarships, fictional stories about deaf parented families, and articles/films about KODAs and deaf parents parenting hearing children. Educational videos and programs for deaf parents are also referenced.
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
One health condition that is becoming more common day by day is diabetes.
According to research conducted by the National Family Health Survey of India, diabetic cases show a projection which might increase to 10.4% by 2030.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
TEST BANK For Community and Public Health Nursing: Evidence for Practice, 3rd...Donc Test
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Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
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Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
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Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
1. Winter 2008
Volume 1, Issue 3
Why do authors include Deaf Characters?
During my research on deaf characters
Inside this issue: in adolescent literature, the partici-
pants in my 2006 study agreed with one “When I was teaching there
Letter from Sharon 2
another relating to their preferences
were no books with characters
New in the bookstore 2 for a spectrum of deaf characters. One
for 2008 deaf participant further explained his/ who were deaf. I wanted deaf
What’s on my bookshelf 3 her belief that the examination and de-
scription of deaf people by hearing children to be the heroes so
On Television 4
authors was much more realistic than
that is why I wrote the books.”
the deaf authors who included much
In the Theatre 4
more superficial and basic information Anne Colledge
about deafness. In the participant‟s
On Television 5
opinion, the major difference between
Read Captions Across 5
the hearing and deaf authors was that much and when I retired I missed the
America the books by the deaf authors were children so I joined a canoe club and
Off the page 8 “written for deaf children, not for when we were paddling on the rivers
hearing children” (Pajka-West, 2007, and the sea the children talked to me. I
participant 2d). At that time of my began to put these [tales] into my
study, I did not contact authors to ex- books. When I was teaching there were
plicitly ask them why they included no books with characters who were
deaf characters or who their intended deaf. I wanted deaf children to be the
readers included. heroes so that is why I wrote the
After starting my Blog, I began asking books.” When asked what she hopes
these questions. While the deaf authors young readers will gain from her
certainly hope that deaf youth will read books, she explained, “I hope the chil-
their books, their comments have not dren who are deaf will use the charac-
necessarily excluded hearing youth ters as role models. It was a bit sad in a
from making up their fan base. Deaf school I was visiting when a girl who is
author Anne Colledge, Falling Into deaf asked me, „Could a deaf person
Fear, was a teacher of the deaf for thirty write a book?‟ We have to say, „Yes,‟
quot;Young Girl Reading, and put the books in their hands for
years before becoming an adolescent
1776quot; by Jean-Honoré
Fragonard literature author. She explains, “I en- them to read.” Colledge further
joyed teaching deaf children very (Continued on page 6)
2. Page 2
Letter from Sharon
Dear Readers,
Happy New Year and welcome to another issue of YADC. I had planned to have this issue out in early February; however
with the semester underway and Julie (the graphic designer who helped make the newsletter pretty) being promoted and
having to resign from her post as my own personal graphic designer, I had to quickly learn Publisher. So sorry for the delay.
I can not believe that it is already 2008! I‟m hoping to make your 2008 filled with exciting reads through my quot;100+ Books and
Countingquot; list of Deaf Characters in Adolescent Literature on my Blog (http://pajka.blogspot.com/). At the time of this letter,
I have 173 contemporary books listed including some upcoming publications that I‟ve included in this newsletter. Since the
beginning of my blog, I have worried that at some point the books would just stop coming OR that I wouldn‟t be able to find
the new releases anymore. What I have found, especially over the last few months, is that authors, publishers, book review-
ers, and bloggers are contacting me about upcoming releases. I don‟t have to go digging (that much) anymore. Many of the
authors and their publishers are even sending me review copies or galley copies of their books. When I receive a copy of
the book before it is released on the market, I have time to read the book and contact the author for an interview before the
publication date. This is great news for us (me and you) and them (authors, publishers, etc.). When timed correctly the Deaf
Characters in Adolescent Literature blog can help publicize the new book which gives you a new book to read and hopefully
increases the number of copies sold. Win-Win! Right? One of the questions that I usually ask the authors, especially if they
are hearing, is WHY. Why include a deaf character? Read my feature story to find out what the authors say. As always, I love
hearing from you and your students about the books you are reading! Feel free to contact me at
yadeafcharacters@gmail.com
Happy Reading,
Sharon Pajka-West, Ph.D.
New in the bookstore for 2008
The New Avengers My Most Excellent Year Mask of the Jackal A Touch of Grace The Sign for Drowning:
Issue #39 Marvel by Steve Kluger by Christine Harris by Lauraine Snelling A Novel
Comics (March (March 2008) (2008) (March 1, 2008) by Rachel Stolzman
2008) (June 2008)
3. Page 3
What’s on my bookshelf
Feathers by Jacqueline Woodson (2007) Helen Keller. Readers experience the life of
Reading level: Ages 9-12 Annie Sullivan and Helen Keller through
Hardcover: 208 pages journals written by Annie Sullivan. Readers
Publisher: Putnam Juvenile learn about Sullivan's abusive father, her
ISBN-10: 0399239898 relationship with her quot;invalidquot; brother, and
Set in 1971, main character, Frannie, enjoys her experiences teaching Helen Keller.
analyzing Emily Dickinson's poem, quot;Hope is
the thing with feathers/ that perches in the soulquot;. When a Deception’s Full Circle by J.G. Martinson
new boy enters the school, the class bully nicknames him Reading Ages: Mature Teen to Adult (Adult Language,
quot;Jesus Boyquot; because of his pale skin and long hair (and Gore, and Violence)
because the new student is the only white student in the Paperback: 352 pages
classroom). Publisher: AuthorHouse (July 13, 2007)
Frannie's brother, Sean, is deaf and uses sign language ISBN-10: 1425986234
throughout the novel. The book covers issues such as the In this CSI/ detective-style mystery, Martinson weaves in sev-
Vietnam War, adolescents' questions about God, issues of eral plots that readers must figure out the characters‟ connec-
racial segregation and deafness. Note: the family per- tions throughout the novel. Only at the very end, are the plots
ceives Sean's deafness in a positive light. truly concluded. Set in Maryland, Deception‟s
Full Circle introduces readers to detectives
Mara and Eddie, a CODA and a fluent Ameri-
Changes for Julie (American Girls Collec- can Sign Language user. When several deaf
tion) by Megan McDonald (Author), individuals with Cochlear Implants suddenly
Robert Hunt (Illustrator), Susan McAliley die from mysterious causes, Mara and Eddie
(Illustrator) (September 2007) are on the case and begin investigating a
Reading level: Ages 9-12 psychotic surgeon who uses a series of pseu-
Paperback: 104 pages donyms and fake identities. Simultaneously,
Publisher: American Girl ISBN-10: there is a Unabomber-type terrorist, self-identified as the
1593693540 Signbomber, on the loose who begins bombing medical cen-
Julie is sent to detention for passing a note to Joy, a new deaf ters that provide Cochlear Implants surgeries.
student who has trouble understanding what their teacher is
saying. Determined to change the rules for detention and The Silent Time by Paul Rowe (September
the system itself, Julie decides to run for student body presi- 2007)
dent. Her choice for vice president is Joy....but then Julie Paperback: 200 pages
worries (mostly because the girls in the class aren't thrilled Reading Ages: Crossover
with her decision) that she won't be elected if she partners Paperback: 352 pages
with someone so quot;differentquot;. Will Julie compromise her prin- Publisher: Killick Press
ciples? Will she win the election? Read the book to find out.
This is a charming novel that introduces read-
ers to characters in Three Brooks, Newfound-
Miss Spitfire by Sarah Miller
land in the early 1900s. The deaf character, Dulcie, is not the
Pub. Date: July 28, 2007
main character but a strong secondary character whose story-
Age Range: 10 to 12
line is weaved throughout the entire book. Dulcie attends the
Hardcover: 240pp
Halifax School for the Deaf in the early 1900s, similar to the
Publisher: Simon & Schuster Children's Publishing
author's late mother, Elizabeth Rowe (readers learn this in the
ISBN: 1416925422
acknowledgements section).
This book offers an alternative approach to the story of
4. Page 4
On Television
Medium
Episode 406 | Season 4 |
02/18/2008
A 12-year-old girl and her cat watch In connection with the recent
Godzilla. The cat responds to the sound of glass break- episode of Medium, I would
ing, but the girl, obviously deaf, responds to the cat, recommend visiting the blog, Chat With Bryen at
getting up to investigate. The window on the kitchen http://www.chatwithbryen.com
door is broken, and two masked men enter as the girl
Bryen blogged while he was watching the episode.
screams. Allison wakes up, shocked to find she is deaf.
He analyzed, made predictions, and basically did
Joe gets on the phone right away, setting up an ap-
what I want my students to do…talk to the text.
pointment to see a specialist in the morning.
When I was reading Bryen‟s entry (after seeing the
Visit NBC.com to watch the video if you missed this episode), I kept thinking „what a great lesson plan
episode although I do idea!‟ This activity includes reading the closed
not believe they have captioning, reading images from television, writing,
closed-caption avail- analyzing the show, questioning and predicting.
able on-line. Even non-educational blogs can become
educational!
In the theatre
New in the Movies: Deaf Character played by Deaf Actor
Gallaudet Student, Russell Harvard acts in the film, There will be
Blood, released on December 26. Harvard plays the role of
H.W., the quot;adoptedquot; son of an oil tycoon Daniel Plainview
(played by Daniel Day-Lewis). The film is set in the California frontier at the turn of
the 20th century. Plainview is a silver miner who hopes to make his fortune in oil.
When his son becomes deaf due to an accident near the oil derrick, the father
quot;abandonsquot; his son on a departing train. He most likely sends H.W. away to a school
for the deaf.
There Will Be Blood is based on the novel Oil! (1927) by Upton Sinclair
For more information about the film and to find out if it is released in a theatre near
you, visit http://www.therewillbeblood.com/
5. Page 5
On television
Aside from writing adolescent literature books and acting,
Marlee Matlin will be dancing! ABC announced the celebrity
cast of the next season of quot;Dancing with the Starsquot; will include
actress along with other cast members including: Priscilla
Presley, Steve Guttenberg, Shannon Elizabeth, Adam Carolla,
tennis player Monica Seles, illusionist Penn Jillette, singer Mario, Miami Dolphins'
Jason Taylor, Marissa Jaret Winokur, Olympic gold medalist figure skater Kristi
Yamaguchi, and Chilean actor Cristian de la Fuente. The first episode is set to be-
Marlee Matlin
gin with a live performance March 17th .
In April, we‟ll be able to see Matlin on both ABC‟s Dancing with the Stars and on CBS. She
will be acting in Sweet Nothing In My Ear , a play by Playwright Stephen Sachs which was
adapted for a Hallmark Hall of Fame television movie set to air on CBS.
Sweet Nothing in My Ear premiered in 1997 at The Fountain Theatre, where Sachs was the co-
artistic director. The television version of Sweet Nothing In My Ear is directed by Emmy
Award-winning Joseph Sargent and stars Academy Award winner Marlee Matlin and Golden
Globe winner Jeff Daniels.
In the play, Laura, who is deaf, and Dan, who is hearing, are a young couple who have been happily married for
nine years. Their son Adam was born hearing, but by age six he has lost his hearing. When Dan decides to
pursue the possibility of a cochlear implant for his son, a divisive wedge is driven between husband and wife
that threatens to shatter their marriage.
Read Captions Across America™ for Read Across America Day (March 3, 2008)
Read Captions Across America™ is a national reading event with an emphasis
on the importance of captioned media as a reading tool for children whether
they are deaf, hard of hearing, or hearing. Events and activities will take
place nationwide on Read Across America Day (March 3, 2008) and through-
out the week before and after this special day.
This is the third year Described and Captioned Media Program (DCMP) is
partnering with the National Education Association (NEA) to celebrate Read
Across America, observed in conjunction with the birthday of beloved
children's author Dr. Seuss.
For More Information, Visit: http://www.dcmp.org/About/PRelations/Events.aspx
6. Page 6
Why do authors include Deaf Characters? (cont.)
(Continued from page 1)
comments, “I hope hearing children will gain an insight Hearing author T.C. Boyle, Talk, Talk explains, “a good
about what it means to be deaf and how small changes novelist should be able to portray the point of view of
in how they treat deaf people can make all the anyone, of any culture”. Boyle makes this statement
difference”. Another deaf author, J.G. Martinson, after visiting Gallaudet University and conducting the
Deception’s Full Circle, explains, “After teaching Eng- needed research for including a realistic deaf charac-
lish to deaf high school students for many years, I feel ter. Nearly all of the hearing authors that I have inter-
this is a great book for young students to gain a wider viewed have included a deaf character in their novels
understanding of the controversy and bring together after being inspired by actual deaf people and/or col-
worlds.” He further comments, “I think this book will laborating with members of the Deaf community.
elicit great discussions about cochlear implants, deaf
In his forthcoming novel My Most Excellent Year: A
culture and why it has been such a unique but important
Novel of Love, Mary Poppins, and Fenway Park, Steve
issue for more than a decade to the deaf communities.
Kluger reveals that his character Hucky was a deaf
Radicalism that clash with moderates and liberal views
character who continually crept into his mind for vari-
are positively and entertainingly described in Decep-
ous storylines before he finally surfaced his recent
tion's Full Circle for the sole purpose of educating deaf
book. The inspiration for this character was a young
and hearing readers and hopefully will remain in their
boy Kluger met thirty-some years ago while attend-
minds for years to come.” Similar to Colledge,
ing nursery school. Kluger did not just recall the
Martinson adds, “I'd like to let young deaf writers
young boy. To make Hucky‟s character realistic, Kluger
know that they can make fantastic stories to publish
enrolled in an American Sign Language course.
and writing is a wonderful way to express them-
Hearing author Jacqueline Woodson, Feathers, knew
selves.”
that she wanted to write books that spoke to the people
who were historically excluded from popular literature.
Woodson, who created the only African-American Deaf
“I'd like to let young deaf writers know that character that I have found in adolescent literature, was
they can make fantastic stories to publish raised in a community that included a vast array of indi-
viduals including various deaf individuals. “What I
and writing is a wonderful way to express remember about the deaf people I knew was that no
one signed and often they weren't in school. When I
themselves.”
started reading (as a child) I was often surprised to find
— J.G. Martinson, Deception’s Full Circle the world I knew didn't exist in literature and as an
adult, wanted to put that world on the page. Once I
grew up and met a larger Deaf community, I began to
(Continued on page 7)
7. Page 7
Why do authors include Deaf Characters? (cont.)
(Continued from page 6)
“I wanted to be able to visit schools that were
see the variations in this community were just as they
for the Deaf or walk into a classroom where
were in other communities - variations in language,
ways of living, levels of education, etc.” Woodson notes there were deaf kids and be able to
that her book is not just about the deaf character, Sean,
but how the characters‟ worlds impact one another. communicate with them without an
Woodson studied American Sign Language at the NY interpreter. ”
Society for the Deaf and interacted with Deaf and Hard
of Hearing individuals. When asked why she included a —Jacqueline Woodson
deaf character, she explains, “Many of my friends are
interpreters and although I did not want to be an
the character because I had taught students who used
interpreter, I wanted to speak to Deaf children as I
hearing aids and because I have friends who are hard
spoke to hearing ones -- I wanted to be able to visit
of hearing.” Similarly, Janice Greene, Read My Lips,
schools that were for the Deaf or walk into a class-
has a son who is hard of hearing and wears hearing
room where there were deaf kids and be able to
aids; and CODA Paul Rowe, The Silent Time, includes a
communicate with them without an interpreter.
deaf character who attends the Halifax School for the
Over the years, I've found that this makes SUCH a
Deaf based on his mother‟s childhood experience.
difference for the young person -- to see that a person
Megan McDonald, Changes for Julie (American Girls
cared enough to learn their language….Putting Sean on
Collection), grew up meeting deaf children with whom
the page is a way of beginning -- yet again, the
her social worker mother worked. From her experi-
dialogue between the hearing and the deaf commu-
ences with the children, McDonald began learning sign
nity.”
language from the time she was in high school and
Other authors did not have to necessarily go out of their continued her sign language studies in college. When
way to meet deaf people. Deaf and hard of hearing in- writing her American Girls Collection series, her deaf
dividuals were already part of their lives. Eleanor character Joy was a natural addition to the storyline.
Robins, Just Be Yourself, explains, “I decided to include
As author Penny Warner states, “No two deaf people
are alike”; however, the more examples of deaf charac-
ters in adolescent literature, the more likely accurate
portrayals of deaf people will occur. And just as deaf
The inspiration for the author’s deaf individuals are vastly different from one another, the
portrayals of the deaf characters differ depending on
character was a young boy Kluger met thirty-
how the author views deaf people.
some years ago while attending nursery References:
school. Pajka-West, S. (2007). The portrayals and perceptions of
deaf characters in adolescent literature. (Ph.D. disserta-
tion, University of Virginia, 2007). ProQuest Digital
Dissertations UMI No. AAT 3238142.
8. Winter:
Sharon‟s feelings
quot;In the midst of winter I found within me an
invincible summer.quot; -Albert Camus
SPW:...but the Gulf of Mexico helps
Read the YADC blog!
http://pajka.blogspot.com/
E-mail us!
yadeafcharacters@gmail.com
Off the page...
Taking this show on the road….
I‟ll be presenting my research on Deaf Characters in Adolescent
Literature at the following conferences:
February 8: Georgia Council of Teachers of English at Callaway
Gardens, Georgia (http://www.gcte.net/)
April 3 & 4: The 42nd Annual TESOL Convention in New York
City (http://www.tesol.org/)
Look for…….
My forthcoming chapter “Deaf Characters in Comics” in Meet, Clash and Grapple: Teaching Graphic Novels in the Context of
Student’s Social Worlds , NCTE
and, my book review “The Silent Time by Paul Rowe” in Newfoundland and Labrador Studies Journal
The Assembly on Literature for Adolescents (ALAN)
I've have been invited to serve as the Assembly on Literature for Adolescents (ALAN) State Representative for Washington
D.C. As one of the State Representatives, my job is to spread the word about the organization and to recruit new members.
Membership dues are $20.00 per year and it includes the journal, The ALAN Review. I like the section called Clip & File which
includes reviews of newly published adolescent literature books. Their website includes tons of book recommendations and
a book club! ALAN supports books with deaf characters enabling me to publish an article in their Summer 2007 issue and
featuring book reviews with deaf characters including Jacqueline Woodson's 2007 novel, Feathers. Check out the website
http://www.alan-ya.org/ and consider joining. I love ALAN because they focus on adolescent literature, a part of literature
that is often neglected.