Jabberwocky(New Version)

‘Twas brilliant, and the shiny toads
Did gyrate and jump in the water;
All misty were the back groves,
And the moths ran outside.

Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird and shun
The ferocious Bandersnatch!

He took his valiant sword in hand:
Long time the mysterious foe he sought-
So rested he by the Tumtum tree,
And stood a while in thought.

And, as in unfathomable thought he stood,
The Jabberwock, with eyes of flame,
Came whirling through the thick wood,
And barked as it came!

One, two! One, two! And through and through
The valiant blade went swoosh-slice!
He left it dead, and with its head
He went galloping back.

“And hast thou slain the Jabberwock?
Come to my arms, my beautiful boy!
O fabulous day! Cheers! Congratulations!
He chuckled in his joy.

‘Twas brilliant, and the shiny toads
Did gyrate and jump in the water;
All misty were the back groves,
And the moths ran outside.


Throughout my "translation" of this poem, I tried a strategy of translation that limited my word selection and replacement in the poem to retaining the first letter of each nonsensical word, and then creating an alternate synonym with that first letter. Sometimes it worked out, and I found that it was quite an interesting excercise as I would first have to figure out what I thought the imaginary word was, and then I had to come up with a synonym that started with the same first letter. I felt that the strategy would allow me to possibly figure out what the nonsensical words were supposed to be, and maybe even crack the "code" of the poem. However, the poem retained its shroud of mystery, and even though my translation did provide a possible explanation of the nonsense words, the poem is probably in its best form unabridged, untranslated, and left up to the reader's imagination.

Content Area Reading Article Link
DIASCRIPTIVE READING IN THE CONTENT AREA SOCIAL STUDIES. School Library Journal; Dec89, Vol. 35 Issue 16, p50, 2p
Second Content Area Reading Article- Bibliography
Bryant, Diane Pedrotty et al. "Instructional strategies for content-area reading instruction." Intervention in School & Clinic 34, no. 5 (May 1999): 293. Education Research Complete, EBSCOhost (accessed February 17, 2009).

In the ranking of new media literacies, I chose Negotiation as the most important and play as the least important. I believe that Negotiation is the most important skill which students will need in a Social Studies context simply because its definition is the most relevant towards the social sciences and its collaborates with creating a multi-perspective, multi-culture classroom which makes the student aware of the need to understand multiple cultures in an ever globalizing world. The skill of being able to negotiate one's way throughout a culture different from their own is imperative in this ever shrinking world. This skill will help the student be more of a globally aware individual, and will be a great asset to him/her throughout their career and life. Simply the definition of Negotiation sums up its importance and relevance to this particular field- the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms. This definition is the culmination of many years as a social studies student, and is what a model social studies student would and should look like.
As the least important skill to the content area of Social Studies, I chose Play. Experimenting with one's surroundings as a form of problem-solving is not really relevant to a social studies context. Applying problem solving skills to the student's surrounding environment is not essential to a good social studies student, and in fact is the least relevant skill when it comes to community involvment and social skills. Play is taught in the classroom at a very early age, and it is encouraged to a certain degree until the child has reached the third stage of cognitive development, that of concrete cognition. Then focus moves from play to simulation and performance, moving up into higher levels of thinking and analysis, which would be on the higher end of Blooms Taxonomy. Play is discontinued at this age, and will not come back to the student as a veritable means of instruction throughout their time in the classroom.

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

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