Ahh....The end of a journey...

I love reading. It takes me away to new lands, new adventures. It offers me peace and an escape sometimes from the everyday. It is a source of stress relief. And yes, it is mandatory for school. Luckily, I have never dreaded this, due to my love of reading. However, it always drove me crazy in high school when we would have to analyze novels and poems line by line? Why can't we just take it for what it is? Why must it mean something else? Why must be spend a month on the first chapter of To Kill A Mockingbird. Ok, I exaggerate a bit, but the point is, in high school, delving into the meaning of reading was not fun. Then alone came graduate school and this course and this assignment and honestly, my first thought was "oh no!!!" Now I am at the end of this blog adventure and I have a new take on metacognitive thinking. Thinking about my reading and analyzing/trying to understanding these texts was not as painful. Is it due to my now old age? (haha joke). Is it because now I can see the use of these strategies from the other side of the spectrum, the teacher side?

I began my reflective journey by reading back through my blog posts, reading through Lina's, and reading through our comments. I have read in another former student's post, who was a math student, that he/she was shocked that even though his/her partner was English and he/she was Math, they had similar thought processes. Reading through all of these posts of mine and Lina's, I think the same could be said for us. Lina is studying to be an English teacher and I am studying to become a science teacher. Both of our fields have different pedagogies, content, mindsets, etc. I never really thought that we could even share a class to teach something like this across disciplines. However, the way I read The Disappearing Spoon and then The Hunger Games and the techniques I used to try to understand it, did not seem too far off from what Lina used.

It's interesting because being a science person, I was really excited to read The Disappearing Spoon and thought it would be my easier read, but it turns out, I found this one much more difficult. I did have background knowledge which always helps and I could relate it to some experiences, especially classroom experiences when I was taking chemistry in high school, however, I seemed to have gotten lost in the text. Perhaps it wasn't what I expected. Before I began, I had examined the cover and read the back, therefore setting the stage in my head for what this book would be about. Based on the first three chapters, I was just disappointed and therefore struggled to get through. I suppose it was boredom partially. But it was also content. Despite having a degree in chemistry, I certainly do not know everything. I still had to look up certain things. Why did I not know silicon and carbon were so similar? And if they are, why is one basically the basis of life and the other so deadly? I had to delve further into this. I had to look up scientists. I had to look up the Galapagos Islands, to make sure I really knew where they were. I had to refer back to the Periodic Table over and over. At the end, I feel I understood what I read, but I did employ several metacognitive strategies which would be important for a student. I think it helped that I explored the book first: looking at the cover, reading the book, scanning the chapter headings. I also made predictions based on the chapter headings. I re-read when necessary, which was often (for the next book, also!). I looked up things I still did not understand for further clarification. All of this helped me gain a better understanding of the text.

Then came The Hunger Games. I should have been more nervous, since this was my "out of comfort zone" text, but I could not wait to read this, with the buzz and all! However, as mentioned in pervious posts, I had no idea what this book (and trilogy, for that matter) was even about. I did as I did with the first book. I explored the cover. What's with the symbol? Thankfully, it was explained eventually. I read the back. Oh dear, this sounds dark. Then I went to scan the chapter headings. Oh no! No chapter headings. That will make predicting a bit hard. As I read this book, I throughly enjoyed it, but it was confusing, I will admit. The first chapter I reread in its entirety. I felt like I was missing something. I felt like I did not fully get it. And this is okay. It is okay to have to go back to ensure understanding. Can it be frustrating? YES. But is it useful? Absolutely. The author jumped around a lot, going from past to present to past to present. I just had to reread to make sure I was following along correctly. As with the other book, I also looked up several things, such as the three finger salute. I was curious if this based off of something. I also made connections. All of these strategies helped me understand, and ultimately enjoy, this book. It was interesting how much more I was thinking about it then I would have if I were not doing this project.

Two books. Science. English. Periodic Tables. Barbaric Games. Two completely different stories. Two different genres. Two different styles. Yet, I used several of the same strategies. Aha! I had to reread with both books. I made several connections with both books. I made predictions with both books. I explored both books before even opening them. I had to look up items with both books. And it turns out, Lina did several of these things as well. What I gather from this is that our ways of thinking while reading can be used no matter what subject the text is for. I will be teaching science, and therefore The Disappearing Spoon is a more likely choice for my future class. I think I would start with a book tour. Let's examine the cover. Let's read the back. What would they think the book is about? Let's scan the chapter headings. Any predictions? Let's begin reading. Any connections? Any prior knowledge? This really can be used in a classroom.

I enjoyed the opportunity to explore and read both books. Now, having finished them both entirely (and then continuing with the rest of the triology...I just had to), I feel much more aware of my thinking processes while reading. As I continue to read other books, articles, etc, I find myself predicting, rereading, researching, questioning, and so on. And maybe, I had done this before, but I am so aware of it now. It has officially become a part of my reading.

"Happy Hunger Games! And may the odds be ever in your favor!"

At this point, after reading the first two chapters, I am intrigued to move on. I want to know more. I want to see what will happen to these twenty four tributes, but first I still am puzzled. I still feel as if I need to go back and understand what is going on. It turns out, this book seems almost impossible to predict. One moment the author is talking about a present moment, the next she is talking about a past memory of Katniss'. Of course, there were moments where I could predict what I thought would happen, such as the moment "Primrose Everdeen" was called during the reaping. I predicted that the love Katniss had for her younger sister and the protective feelings she held toward her would lead her to do whatever she could to once again protect her.

But, let me go back to try to understand this story more fully. In the first chapter, Collins gives us a picture of District 12, one of the twelve districts in a future country known as Panem. In my mind, when I hear the future, I suppose I envision much different things in my head than what is actually presented. Her description of Panem, with the level of poverty, and the hunger, and the struggling, makes me think more of a third world country than a futuristic world.

How I picture a city in the future. 

With her description I actually picture myself in Bangladesh, standing amongst slums with people whose ribs stick out so badly you can literally count every single one. I picture masses of people on the streets hoping for work and others dirty from the tough labor they perform to earn a minor living. This seems to be the type of living the citizens of District 12 are accustomed to. They are hungry, most of the men work in harsh conditions in mines, they do not have running water to even take showers, they are poor. Is this the future of North America?

Bangladesh or District 12?

We are introduced to the story on the day of the reaping, the day the twenty four tributes will be chosen to participate in the Hunger Games. I have previously tried to figure out why certain names were chosen such as Panem or the Hunger Games, but why reaping? Reaping, by definition, means to gather, to harvest, or to clear of a crop by reaping. It would make sense for it to mean to gather in this case, in that they are gathering their tributes. However, I wonder if it in fact makes more sense to go with the "clear of a crop" definition since the purpose of the Hunger Games is to prove a point that the Capitol has control and they do this essentially by killing off 23 children. It seems so barbaric and harsh, but in the case of the story, it seems this is a more fitting definition.

Reaping?

I didn't expect a lot of things in this first chapter, nor did I expect a lot of things in the second. I did not expect the Hunger Games to be treated as a holiday. I did not expect all the citizens to get dressed up for the reaping. I did not expect the description of District 12. I did not expect Primrose's name to be called, though it makes sense now because it added the needed drama (as if the actual concept of the Hunger Games was not enough). This chapter and the following one were full of surprises which led to my increased use of re-reading and decreased use of prediction. Now I find myself needing to read on. Who will win? Who will die? What will become of Peeta and Katniss? 

"And may the odds be ever in your favor"

Happy Hunger Games!

Primrose Everdeen!

As I read the last line of chapter one and then continued into chapter two, I tried to think of a time I ever feared for my life or felt so afraid of losing something. I tried to relate to Katniss whose sister's name had just been called. I tried to relate to Primrose who was selected to be the female tribute from district twelve. But have I ever been in such a desperate situation? The opening pages of this chapter for so powerful and emotional, I literally felt tears flowing from my eyes as I felt for this family being torn apart by these barbaric "games".

When have you felt so desperate? 

Speaking of "games", I still am trying to wrap my head around the name. "The Hunger Games". Why is the chosen name? Why are they games? For me, games are fun. I enjoy games. I choose to play games for enjoyment. Let me tell you, I would not be volunteering for these games. As for the "hunger" part, the Districts are all poor and hungry, but the games aren't meant to symbolize this. Unless I am missing something. They are symbolizing the uprising of a no longer existing district 13 who tried to overthrow the government. The games are meant to show that the government forever has control. Does this also serve as a reminder that the government can keep their citizens hungry? Or does it mean that the citizens hunger for these games as a source of entertainment? I find the name interesting and still think about why the author chose it.

My Version of "Game"

In the middle of the chapter, after Katniss has volunteered herself, the crowd salutes. They do not clap. They do not cheer. They bring their three middle fingers to their lips. A gesture, discussed in the book, occasionally seen at funerals to show admiration and say goodbye. I wonder why this is the tribute. We have our own tributes here: flowers, poems, wakes (which obviously wouldn't make sense being she is living), cards, words. This silent salute seems somewhat military-like, but even though it was just read on a page, the emotion and power of it was overwhelming.

I went to look into further detail about who may use a three finger salute. Of course, in girl scouts we had to hold up three fingers and say the Girl Scout Pledge: "On my honor....", but that is different than this. It appeared from my research that the Serbians also use a three-finger salute to signify nationalism. Finally, I found research on the "Kuhnen salute" who was a leader in the German neo-Nazi movement and used a three-finger salute to replace the Nazi salute. From this I start thinking that it would make most sense that it would be a sense of District 12 pride and support for a fellow citizen. It does not appear militant as some of the other salutes may suggest nor does it need words to accompany it such as the girl scout one.

Serbian Three Finger Salute

Delving further into the chapter, I just become further entranced by the story and the truly barbaric nature of what is happening. How is this book so popular when it is so brutal? And what is wrong with Effie Trinket? I can just picture her standing there "Happy Hunger Games!" How does no one want to hurt her? And just as I am getting more and more angry at her and finding out the other tribute and thinking we will finally move on with the games, the author does it again. This is where my re-reading comes into play once more. One moment I am standing in the square with the district 12 citizens awaiting the speech on how the Hunger Games came to be to end and the next moment I am in the mines learning of the death of Katniss' father. She goes into length about her connection the other tribute, a boy, Peeta, which I predict will be important in later chapters, and then poof! we are back in the square.

And the re-reading begins...

So far in the two chapters, I have used re-reading to an almost obscene amount to make sure I was following along and keeping up. I have tried to predict what would come next. The first chapter ended with the words "Primrose Everdeen". Without even continuing, I predicted the terror the family was now facing. The decision Katniss would face because she would stop at nothing to defend her sister. And then with the extensive coverage of the history of Peeta and Katniss, I predict there is more to their story and it will be important to the games. The only problem is, only one can live, and I am sure I will already be attached to both.

Suzanne Collins continues to keep me interested in the story and until the next chapter, I will keep thinking "why 12?", "why the "Hunger Games", "does Panem mean anything?" and lots of other questions that continually pop into my head.

This book is about what?

When I had first seen trailers about The Hunger Games I was utterly confused. I guess my prior thoughts concerning the plots of the book or movie were not even close to what the plots are. Seeing the trailer, I was left wondering, what is this series really about? It seems so dark! It seems so scary! I should read it. And then I luckily got pair with Lina, who chose it as her book for this blog. And thus my journey begins into understanding The Hunger Games.

I began as I always do, by looking at the book. What does the symbol on the cover mean? Will we be offered an explanation? Does it play a major role? Then I looked to the back of the book to read the synopsis. OMG! I had no idea that this was the plot of this book. Now, from Lina's posts and the synopsis, I am so ready to dive in and find out what is going to happen.

The first chapter was interesting in how it was set up. I found myself getting confused at times and having to go back to reread to make sure I was understanding. Was she talking about different points of time at once? It seemed like in one sentence she was discussing one moment and in another sentence she was talking about a past moment. Also, the way she introduced the notion of the actual Hunger Games was so interesting. I feel as if most authors introduce major plot points in the first few paragraphs. She used the whole first chapter to set up the stage for what the Hunger Games were, giving us ideas of it piece by piece, intertwined with other stories of Katniss's (interesting name) life. It was because of the intertwining story line, at least in my opinion, of the set up of the Hunger Games with the set up of this family's life, that I felt myself going back to make sure I was on board with what was happening.

Another major point that I noticed in chapter one was that the number 12 is important. Katniss, her family, and her friends live in District 12 in the country of Panem. You have to be 12 to participate (as if its a choice) in the Hunger Games. Why is 12 important? Lina mentioned some important events in her life that occurred when she was twelve and I too can relate to this age. The year I was 12 was a year of mixed emotions. It was a year of loss as well as the year I graduated elementary school. There was a lot going on in life and in this book, there is a lot going on in the lives of all of those turning 12 as they are now eligible to be participants in a game where they could ultimately lose their lives.

My Elementary School: Holy Rosary, Class of 2001

Ultimately I went back to reread the chapter because I felt there was so much involved that I wanted to make sure I understood the whole story. What was Panem? I now know it is a futuristic America. (That doesn't look promising for us, I guess). Why do they have these barbaric games? This is explained a little , I guess, but it still seems barbaric. The significance of twelve does not seem to be explained yet and I am hoping it will be at some point. I still have questions and I am sure the more I get into the book, the more questions I will have. But I am glad I was able to go back and reread it so I had a more competent grasp on the material before proceeding.

Are we going to Ecuador?

As always, I started chapter three by examining the title, "The Galapagos of the Periodic Table". I always try to think of the title and predict what I may be reading about in the coming pages, but this time I was stumped. My knowledge of the Galapagos is that it is an island chain off the coast of Ecuador. During my sophomore year of high school,  in Spanish class, we had to choose Spanish names and a country we would like to pretend we're from. My name was Silvia and I was "from Ecuador". This is the only reason I know of these islands existence. But what on earth do they have to do with the Periodic Table? My prior knowledge told me that most of the scientists who did work on the Periodic Table were from Europe (surprise, surprise).

As I began reading I was presented with a familiar name, Mendeleev. Yes! I know this guy. Suddenly I am transported back to my high school chemistry class. I am facing the front board and above on the bulletin board are all scientists pictures with the years they lived. Who is in the middle? Mendeleev. Anyone who has taken chemistry knows this guy. After all, he is credited with perhaps the most useful tool in chemistry, the periodic table. I was happy to have some background knowledge because the rest of the chapter that did not speak of him was new for me. Having background knowledge of this significant figure I feel helped me further understand his contributions and it also helped me delve into the works of other scientists.

Mendeleev

There it is. The picture I stared at so often during my chemistry class. Just from the picture, you could tell he was from the 1800s which gave the class an idea of when the study of elements was becoming a major thing in science. It also helped when reading this book to remember this fact and put all of the historical information into context.

There was a lot of historical information in this chapter that it was hard to absorb it all and make sense of it all the first time. Because of this, I had to go and re-read parts and look up more than I had to in previous chapters. There were names I had never heard of as well as interesting facts. I feel as if I still do not really get this book!

From this chapter, I really felt myself focus on Mendeleev. Was it because it was familiar territory? Was it because I really enjoy learning about the periodic table? It was interesting to see his version of the periodic table (shown below) because we credit the periodic table to him. Yet, look at it! It seems empty and void of anything useful compared to a modern one. This is because, as stated throughout the chapter, though he is credited with the periodic table, he was not the only one working on it, just like Darwin was not the only one working on evolution and Einstein was not the only one working on relativity.



Mendeleev's Periodic Table as published in 1869



A modern Periodic Table of Elements

 Reading this chapter really gave me a more historical overview of the study of elements. Rather than studying relationships in the periodic table, like was discussed in the previous chapter, I got to see how it actually came about. Having a little prior knowledge of Mendeleev helped, however, there was a lot of new information that I had to go back and read over to fully process. I definitely used a lot of "fix-up" thought processes this time around!

Family Tree

I never thought of columns in a periodic table to function somewhat like a family tree, linking together elements with common characteristics. Luckily, this chapter provided insight into elemental facts that I had never known, making for a more interesting read. However, by this same token, since it was new, it was harder to relate to.


As I did before and like to do for any book, I examined the chapter title. "Near Twins and Black Sheep: The Genealogy of Elements." What on earth does this mean? The first chapter title was obvious. I looked up genealogy and found the following definitions:

Definition of GENEALOGY

1

: an account of the descent of a person, family, or group from an ancestor or from older forms

2

: regular descent of a person, family, or group of organisms from a progenitor or older form : pedigree

3

: the study of family pedigrees

4

: an account of the origin and historical development of something

I assume the definition will be the study of family pedigrees, discussing how elements in columns are "related".

The text went into a detailed description of the elements carbon and silicon. After reading I was able to see that these are the "near twins", as their similarities make them act in almost the same manner. Having studied chemistry, I feel like I should have known this fact. Perhaps I did and just forgot. But the most interesting portion that I feel I learned was about the detrimental health affects of silicon dust, such as what appears when a volcano erupts. 

I have always been fascinated by volcanoes and reading about silicon and volcanoes, even if it were briefly transported me back to my "Dante's Peak" obsession days. It served as a reminder of why I love science, how it surrounds us, and how interesting and relevant it is, even though people may not see this. 

But back to the point of the chapter, what helped me to make most sense of the content was the thought of the family tree. 

The parents are on top and those listed below (children) are directly related to those above. This is the same notion in the periodic table. If we look at a column, such as the one with carbon and silicon, we will automatically know that, as in a family tree, there are relationships. We can expect similarities. We can predict certain actions. Just from understanding relationships from looking at a family tree, we can understanding relationships from looking at a column.

Now that I have my feet a little more wet in this book, I am looking forward to what more new and interesting facts I will learn. What I really conquered from this chapter was a new understanding of elements in columns and their genealogy. Perhaps with this analogy to a family tree in high school, I would have understood a lot more!

The Periodic Table of (what)?

For my blog entry, I decided to read Sam Kean's The Disappearing Spoon. From reviews, it seemed like a  fun collection of tales about different elements. I quickly purchased it from amazon.com, my retailer of choice, and once it arrived, I dove right into the pages.

My first thought upon receiving the book was what the heck is a disappearing spoon? Why is there a spoon in a test tube? I have a degree in chemistry and have spent many hours in lab, but never did I use a regular spoon and I'm sure if i had, I would have no reason to stick it in a test tube. Luckily, I read the back of the book, which I always do to give myself a brief overview of what is to come, and it provided an interesting fact about the element gallium. Gallium is a moldable metal, therefore able to be molded into a spoon. However, it melts at 84 degrees Fahrenheit, so if someone was to use the Gallium spoon say to stir sugar in their tea or coffee, the spoon would melt, hence disappearing. From this, just reading the back and already learning something new, I could not wait to see what else I could learn from the book!

The first chapter of the book is entitled "Geography is Destiny". Underneath the title of the chapter is a picture of some elements with the typical periodic table setup. Immediately I had an idea of what was in store for me with this chapter. Knowing chemistry and understanding how different areas of the periodic table denote different properties, I had a pretty good idea that I was in for a discussion of columns versus rows, metals, metalloids, nonmetals, gases, etc. Lo and behold, I was right. This is exactly what was presented to me in the entire chapter! (See periodic table below for reference)

I immediately began thinking of seeing the above chart plastered on every chemistry classroom's wall, so that we could easily refer to it during discussions. I was taken back even before college, to high school days, when we had the periodic table in our reference packet for the chemistry regents. Thank goodness they let us have it or else I am sure many of us would not have been able to answer many questions. Before reading on, I tried to recall what I knew. I know the "staircase" (where the purple meets the blue) represents the metalloids, those elements that have properties of both metals and nonmetals. The noble gases are the last column (green), the metals are on the left side (the blue), and the nonmetals pretty much span the rest (pink). What could this chapter possibly tell me that I did not know? Would it be interesting? Would it be boring?

Turns out, from this first chapter, I was a little disappointed. I was expecting all of these tales about elements and instead, I truly got a geography lesson, just of the periodic table. It was textbook. It was what I learned since high school. Where was the madness and love that the front cover says I could expect? Let me be a little fair...there was some history involved, however I've never been much of a history part, except when it came to learning about wars. Why is that always the most exciting part of history?!

Luckily, this chapter remained in my comfort zone. The reason it was boring was because it was not new. I understood it, which I cannot say happens for every scientific piece I read, so that was a plus. I was able to grasp the meaning behind each sentence, each fact, and so on. And with each part I read, I could remember sitting in my high school chemistry class or my undergraduate courses learning about these things. It was a good reiteration of the periodic table and perhaps a more understandable version of the facts. For sure, it was more interesting than a standard textbook, so if it aids in understanding, why not choose it for a class?

The next chapter is "near twins and black sheep"...who knows what that is about, but as disappointed as I may have been with chapter one, I look forward to getting into the "juicy details" of chemistry and elements!

"On this journey to the past..."

Well it's no surprise from the title that I love the movie "Anastasia". I love most children's films, whether they be Disney or Fox Family or whatever other big movie company there is out there. This is where my journey begins, for before  this time, I'm afraid I don't remember much. However, I can deduce from my mother's letters to me in my baby book, that my literacy journey began very young when my parents and siblings would talk to me. However, my brothers would use actual English whereas my parents, most likely my mother, would use "oh look at you little boopy doo". But enough on that, because I don't remember this and am basing it on what was left for me in a baby book.

Children's films...how I still love them. I can quote the entirety of "Beauty and the Beast" (my favorite) and most other films. When I was little, I would wrap myself in sheets to make a gown and sing the songs pretending to be the characters, most often a princess. What little girl didn't want to be a princess at one point or another? Of course, my favorite song to sing then, and now, was "Little Town". It was from this song that not only was I developing my English literacy skills, but I also got to learn some French too! "Bonjour!"

I suppose my next stop on my journey would be a little later in elementary school, where we were encouraged to read by rewarding us with a free personal pan pizza from Pizza Hut at the end of the month. I personally love(d) Pizza Hut's personal pan pizza, so of course this was a great incentive. I remember having a book fair and all of the girls wanted to join "The Babysitters Club" Club (original name, isn't it?). I begged my parents to let me get all of the books. I believe you started with the first four and then they sent one at a time until you reached twenty. Now for me this was perfect for two reasons: twenty books equaled a lot of pan pizzas and it gave me something to talk about in school. Basically, for the few unfortunate girls who were not reading "The Babysitters Club", lunch time consisted of listening to the rest of the girls who were. This really brought about my love for reading, how I could get lost in someone's story, and truly transport myself there as if it were unfolding right before my eyes.

Then sixth, seventh, and eighth grades came. "The Babysitter's Club" was no longer the topic of interest. Now, if you wanted friends and wanted something to talk about, it was mandatory that after school  you went home to watch "TRL". Who didn't love Carson Daly? I suppose being literate in the eighth grade meant you had better be able to list the top ten videos from the night before.

However, reading still was instilled in me. I loved being a part of this "TRL" faze and having something to talk about, but reading was passion now. Thank goodness for my discovery of the "Harry Potter" series. Once I started reading them and continued throughout high school and college, I immediately became enthralled with this new world being introduced to me. Though the books may seem juvenile to some, they made me feel smart, especially when people would wonder how I could possibly read a book that long. I also learned so much more vocabulary (big SAT booster) and even some mythology. It was more than just leisure. Though it may not have been an assigned reading in school, I learned from it and my vocabulary grew substantially.

My literacy journey has not always been entirely positive. Though in elementary school and parts of high school, I was feeling smart because I was "a reader" and normally was excelling, I soon experienced 11 days where I felt incredibly stupid. I attended the Global Young Leadership Conference, bringing together 350 students from all over the world. We were assigned to countries, where we partook in various activities similar to a model UN situation. I was assigned to China, with 14 other students from various locations: England, China, Germany, Holland, Nicaragua, Bermuda, New Zealand, and several states. I thought I had to be smart to be selected to go but compared to these international students, I felt like I had learned nothing. I spent half the trip wondering "What on earth are they talking about? Should I have learned that already?" Of course, I just went along with it and embraced all that I was learning from these other students.

A similar "iffy" moment in my literacy journey was during my trip to Bangladesh. Prior to traveling here, the only international trips I had made were to Canada, the Bahamas, and Bermuda, where everyone spoke English. Suddenly, I was in this country where very few people spoke English. How was I supposed to converse with anyone? Thankfully, I was with a group of students and my professor, so it wasn't a lonely experience. However, I truly felt as if I had no means of communicating. When we traveled to villages, I would use hand gestures or point to try to get my message across to the locals. It was as if I never spoke a day in my life, because no matter what I would say, they would not understand me and I would not understand their response. It was frustrating and rewarding all at once. I learned a few phrases, such as "What is your name" and "How are you?" but beyond that, it was mainly smiling, gestures, pointing, or calling over my professor to translate.

I suppose this leads me to the present, where I still am a lover of reading, Disney, traveling, and keeping in touch with my international friends. All of these experiences helped form some part of me, the way I communicate, the way I interpret things, and the way I think. I guess I get to look forward to what else I can add to my literacy timeline.