{"content":{"sharePage":{"page":0,"digests":[{"id":"51947806","dateCreated":"1332289473","smartDate":"Mar 20, 2012","userCreated":{"username":"Raradiaz","url":"https:\/\/www.wikispaces.com\/user\/view\/Raradiaz","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/51947806"},"dateDigested":1532760824,"startDate":null,"sharedType":"discussion","title":"The Neighborhoods of Brooklyn","description":"This book is a WONDERFUL nonfiction source for students to browse! Within this book, students can discover and learn about the various neighborhoods of Brooklyn, as well as their ethnic makeup! This will place a focus on the immigrant cultures of Brooklyn as well as the natives one. Acknowledging the various fairs and festivals of Brooklyn will also be a great way for students to gain exposure to what the community has to offer. Who knows, it can even lead to a class field trip to a festival!
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\nI think this book will engage students through its various illustrations. As students browse the book and as it is used in lessons, students will consider WHY Brooklyn has such a diverse ethnic makeup. This can lead to an exploration of European immigration during the 20th century!","replyPages":[{"page":0,"digests":[{"id":"51961332","body":"I love the idea of using this book as a resource about ethnic communities! It fits into our unit perfectly, as it relates to Brooklyn's diverse cultural composition. We could even use this as our "go-to-text" as we go through different communities in Brooklyn, as our common source.
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\nI think the pictures can be used in so many ways. Students could photocopy the pictures and make collages that represent either communities in Brooklyn or Brooklyn as a whole. Students can also visit these communities, as a field trip to the festivals or events, and take their own photographs of memorable or special moments. Then, students can create their own books or artwork to share with the class.","dateCreated":"1332333566","smartDate":"Mar 21, 2012","userCreated":{"username":"KimKonopka","url":"https:\/\/www.wikispaces.com\/user\/view\/KimKonopka","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"52529060","body":"I love that we are using this book! It is a wonderful non-fiction source and I am very excited to get it integrated into our unit!!!!! I found it to be an eclectic mix of history with old and new photographs, and contemporary comments.
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\nI especially like the deep and vivid illustrations. I think, as Rachel said, it encourages children to consider why Brooklyn has such a diverse ethnic makeup. The book provides intimate portraits of the diverse neighborhoods. I learned from this book that there are 90 neighborhoods in Brooklyn!
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\nI also like how the book mentions the various architectural styles of the different neighborhoods - this could be an interesting lesson for students - to explore the various architectural styles in our selected BK neighborhoods.
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\nAlso, I think that students will enjoy seeing the maps and street-corner photographs. It helps students connect to Brooklyn and feel the localness of different communities. I also think it is important that students have map skills and a lesson on how to read and interpret various maps could be incorporated.","dateCreated":"1333507736","smartDate":"Apr 3, 2012","userCreated":{"username":"ErinFitz509","url":"https:\/\/www.wikispaces.com\/user\/view\/ErinFitz509","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"51947804","dateCreated":"1332289472","smartDate":"Mar 20, 2012","userCreated":{"username":"Raradiaz","url":"https:\/\/www.wikispaces.com\/user\/view\/Raradiaz","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/51947804"},"dateDigested":1532760824,"startDate":null,"sharedType":"discussion","title":"The Neighborhoods of Brooklyn","description":"This book is a WONDERFUL nonfiction source for students to browse! Within this book, students can discover and learn about the various neighborhoods of Brooklyn, as well as their ethnic makeup! This will place a focus on the immigrant cultures of Brooklyn as well as the natives one. Acknowledging the various fairs and festivals of Brooklyn will also be a great way for students to gain exposure to what the community has to offer. Who knows, it can even lead to a class field trip to a festival!
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\nI think this book will engage students through its various illustrations. As students browse the book and as it is used in lessons, students will consider WHY Brooklyn has such a diverse ethnic makeup. This can lead to an exploration of European immigration during the 20th century!","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"51381916","dateCreated":"1331083568","smartDate":"Mar 6, 2012","userCreated":{"username":"ErinFitz509","url":"https:\/\/www.wikispaces.com\/user\/view\/ErinFitz509","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/51381916"},"dateDigested":1532760824,"startDate":null,"sharedType":"discussion","title":"Hattie and the Wild Waves","description":"http:\/\/www.youtube.com\/watch?v=fKOfwsjKH6Y<\/a>
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\nYou can listen to the story here!
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\nHattie is a little girl living her with her Mama and Papa in 1890s Brooklyn, New York. She has two other siblings and her German family is very wealthy. They have servants and grand huge houses and extravagant dinners where they treat all the relatives in the family to a meal every Sunday. Hattie's sister's only goal is to someday be a beautiful bride. Her brother wishes to work with his father in the business. But Hattie has different dreams. She wishes to someday paint, an idea that her family misinterprets (thinking she wants to paint houses) and laughs at the idea.
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\nAs the book progresses, the reader gets glimpses of how the rich of New York once lived (reminded me of the Great Gatsby almost!). Hattie's family is made up entirely of Germans, each businessman having made his fortune in everything from the lumber business to breweries.
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\nThe book shows us that Hattie is not too interested on accepted (at the time) female pursuits like piano playing or needlework. Instead, she loves to paint the things she sees and is an artist (which is more of a modern idea). Hattie is very expressive and during she listens to the waves at the family's summer home and tries to figure out what they're saying. There isn't any real dramatic tension or conflict, but it depicts an interesting family life and could be placed in the context of a historical period. And it is a motivational story about dreams and determination.
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\nI also think it could be used in author study lesson because the story is based on the life of the author's (Barbara Cooney) mother, "the daughter of an immigrant family that was industrious, affectionate, and successful."
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\nI also loved the beautiful illustrations!","replyPages":[{"page":0,"digests":[{"id":"51382076","body":"**Hattie is very expressive and for example, during the summer she listens to the waves at the family's summer home and tries to figure out what they're saying.","dateCreated":"1331083690","smartDate":"Mar 6, 2012","userCreated":{"username":"ErinFitz509","url":"https:\/\/www.wikispaces.com\/user\/view\/ErinFitz509","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"51382928","body":"Very nice points Erin. I think we can relate to this to student's personal dreams somehow. Hattie's dream isn't encouraged in the book. We can ask students if they've ever had a dream that's either been laughed at or not supported by family or friends. Of course, not all students may have this experience so we can focus more on "big dreams." We can encourage text-to-self connections by encouraging students to put themselves in Hattie's shoes. Perhaps they can write a paragraph or two on what their dream is, how old they were when they first had this "big dream," and how they will pursue it in the future. We can even encourage kids to do some online research or perhaps have a doctor\/lawyer\/artist\/dancer come in to the class and talk to the kids about how they researched their dream. Kids can then illustrate their paper and express themselves that way, just as Hattie does!","dateCreated":"1331084725","smartDate":"Mar 6, 2012","userCreated":{"username":"Raradiaz","url":"https:\/\/www.wikispaces.com\/user\/view\/Raradiaz","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"51382986","body":"**how they FOLLOWED their dream.
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\nI hate not being able to edit posts!","dateCreated":"1331084787","smartDate":"Mar 6, 2012","userCreated":{"username":"Raradiaz","url":"https:\/\/www.wikispaces.com\/user\/view\/Raradiaz","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"51385332","body":"
\nWhat drew me to this book was the characters' German background and use of German dialect throughout the book. I like that this offers the perspective of a family that recently immigrated to New York City, which allows for a great historical perspective that often goes unexplored.
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\nI think there is value in discussing family values, traditions, and roles -especially in the younger grades. This is a story that students can relate to and really understand what values the mother and father have, versus the values that Hattie has. Encouraging students to make connections with their own families and discuss their own values is a great way to immerse students in family study.
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\nI like the idea of using the book as a mentor text, noting the author's approach to writing about her life. I also love the idea of focusing on big dreams and the connection to life careers. This is just an idea, but it's possible that students could use their proposed future careers as a launching pad into where they could live or work in Brooklyn in the future. From this chosen destination, we could explore cultures, neighborhoods, history, and foods through the lens of this occupational aspiration. Certainly just a spur of the moment idea- it needs a lot more planning of course!
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\nI think a huge connection, like Erin and Rachel both mentioned, is the artistic element of this text and the way students can express their own goals and aspirations. As a class, maybe we could then implement a project that encourages students to draw their own neighborhoods in Brooklyn, inspired by actual locations and historical knowledge of places in Brooklyn. This could be a culminating project at the end. It involves making a large map of Brooklyn and reinforces the idea of "community building" in the classroom, through the building of actual communities !","dateCreated":"1331087942","smartDate":"Mar 6, 2012","userCreated":{"username":"KimKonopka","url":"https:\/\/www.wikispaces.com\/user\/view\/KimKonopka","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}