Dustin

Jeremy Shockey
He is big and has stealthy moves,
Jukes the tacklers wave by wave,
Defenders flimsy as as Shockey moves,
As he is challenged only by the brave.

Beware the Jeremy Shockey my son,
The hits that hurt, the hands that catch,
Beware the tight end who has it won,
Before the play has even begun!

He took the football in his hand,
Long time for the endzone he fought,
So he battled and scrambled free,
til he was in the endzone he sought.

1) People translated it differently because everybody has their own tendencies or preferences. Also, each of us probably saw something different as we read the poem.
2) I think my translation does change the intended meaning of the poem, if there is one, because I wrote mine about a football player.
3) The differences in the poems make it more enjoyable for me because it means a little something different to every one. Each one of us was able to see the poem as something different.
4) I wrote my poem about a football player named Jeremy Shockey because it sounded like jabberwocky. Jeremy Shockey popped up in my mind because I really like sports. Also, I was able to write the poem about Jeremy Shockey because I know a lot about him and football.

BIBLIOGRAPHY
Mathews, Jay. Blurring Lines Among Both Students and Subjects. The Washington Post: October 15, 2007

Jay Mathews wrote this as the first article in a series that focused on innovation in the classroom. The article was written to inform the reader of new practices in Blue Ridge Middle School that included combining English and Social Studies into one subject, and teach it simultaneously to “honors, regular, and special education students.” The article also touches on the idea that only administrators who are very confident in their teachers are willing to try such new techniques. The goal of the change was to get each student to better his or herself as a reader, and inspire each student to do as well as they possibly can. This article was very relevant to me because I believe the idea of combining English and Social Studies could drastically improve content area reading.

LINK TO ARTICLE
[http://www.washingtonpost.com/wp-dyn/content/article/2007/10/14/AR2007101401152.html

]
MEDIA LITERACY HIERARCHY

1. Collective Intelligence
2. Simulation
3. Visualization
4. Negotiation
5. Judgement
6. Networking
7. Multitasking
8. Distributed Cognition
9. Performance
10. Transmedia Navigation
11. Play
12. Appropriation

Collective Intelligence received my number one ranking because I believe in the world of social studies that the ability to pool knowledge and compare with others and other sources is crucial. For example, social studies teachers are constantly asking their students to compare two primary sources, or asking their students to compare their work to their classmates' work and identify similarities and differences. Therefore, I believe it is important to emphasize this skill set to facilitate students' needs. I put appropriation at the bottom because I feel like the ability to sample and remix media content is seldom useful in social studies. I tried to rank the literacies not only by their importance, but also by their frequency of use in the field, and appropriation was one that I considered to be most rarely used, and therefore least important to teach or employ.

Unless otherwise stated, the content of this page is licensed under Creative Commons Attribution-ShareAlike 3.0 License