Iman Omar

Holly Herman
Professional Inquiry
Annotated Bibliography
Chesbro, Robert. (Apr.-May 2006) Using Interactive Notebooks for Inquiry-Based Science.
Science Scope, Biography in Context.
The author opens the article discussing why he began using interactive notebooks (as a
way for students to keep important information in an organized manner). He then
discusses the setup that he uses for the notebooks. He notes that a key point is to be very
meticulous in your setup, so that all students understand completely how the notebooks
should look. The author indicates that he has had success in teaching students the Cornell
type note-taking method, where information goes on the left side of the page and
students reactions go on the right side. The author also says that writing objective
summaries and higher-order thinking questions are ideal in a notebook. Another key idea
is to incorporate rubrics, so that students know exactly what is expected of them
(Herman)
Ciecierski, L. M., & Bintz, W. P. (2015). Using Authentic Literature to Develop Challenging and
Integrated Curriculum. Middle School Journal, 46(5), 17-25.
This article discusses how to use authentic literature in order to develop a rigorous
curriculum. Bintz and Ciecierski discuss how authentic literature can be integrated across
the curriculum and give specific examples and strategies of how to do this. They discuss
how to connect the material in content area classrooms to real life and make the content
relevant by using literature. This article also discusses the effects of using literature in
content area classrooms which include an increase in student motivation, engagement,
and enthusiasm. This article also includes examples of how literature can connect to
Common Core standards across the curriculum and encourages using literature as a tool
in all content areas in order to create a challenging and creative way of learning. (Omar)
Fulps, J. (1991, November/December). The What, Why, When and How of Reading Response
Journals. Reading Horizons.
Fulps begins the article by explaining how reading response journals can be helpful for
students of all ages. This is an informal way for students to respond to what they read.
They may use quotes, connections from their own lives, etc. This is also a private journal,
so the students are freer to express their true feelings about the reading. Fulps then spends
time explaining how the journals can look. For example, you could split the journals up
by units or assignments, where each journal is only a few pages long or you can use the
same journal for the whole year. The journals can be colored, to suit each students
personalities. The teachers role in the journals is more of a facilitator. First we must
model how the journals should look, and then provide timely feedback to students.
(Herman)

Gordon, H. G. (2000). Using a Reading Response Journal. Teaching English in the Two Year
College, 28(1), 41-43.
Gordon begins this article by stating that before she introduces reading response journals,
she first has students practice responding to readings as a class. This way, students know
what she expects of them before they are working individually. She also mentions that
she grades based on whether or not students complete the assignment, versus what is
actually said on the paper. This makes the grading unbiased. Gordon also mentions that
she requires the students to provide quotes in their responses, so that they have to go back
to the text. This assignment is low-pressure for students, and allows them freedom.
(Herman)
Pitard, Peter. (2011) Writing in the Social Studies Classroom.
Pitard opens the article with three foundational reasons why using interactive notebooks
in Social Studies are integral to learning: communication, understanding, and learning
history. The author states that the more students write, the better they will become at it.
One idea for notebooks that he gives is to have students complete writing assignments in
their notebooks and then have the class perform gallery walks around the class, so that
multiple people can see and edit the writing, instead of only maybe 2-3 people. This gives
a better perspective on the writing. Some other setups for journals that the author
suggests include a KWL chart, a reaction response, or quotations. (Herman)
Ross, E. (1994). Using Children's Literature across the Curriculum. Fastback, 1-38.
This article discusses the benefits of using literature across the curriculum. It also
discusses how to connect the curriculum through literature, how to integrate literature in
all content areas and how to select multicultural literature. This article encourages using
literature outside of the textbook because of the limitations the textbook has on student
engagement and learning. Examples are given throughout the article on how to
incorporate literature into math, science, social studies, and English while giving
examples on how one piece of literature can provide information for each of the core
subjects. Ross uses evidence from multiple studies and researchers to support her
strategies and findings. (Omar)
Short, K., & Armstrong, J. (n.d.). Moving Toward Inquiry: Integrating Literature Into The
Science Curriculum. The New Advocate, 189-199.
This article discusses ways in which literature can be incorporated into science content
and can provide learners with a rich, in depth understanding of the content that is not
offered through the textbook. Short and Armstrong conducted a study in which they used
discussions with textbooks and with literature that related to the content. They found that
when students discussed the textbook material, they were essentially retelling what the
textbook stated. When literature was incorporated, they were able to discuss and become
for engaged with the content in a real- life manner. (Omar)
Smith, K., "Using Literature in the Social Studies Classroom and Cross Curricular Teaching at
the High School Level" (2008). Education and Human Development Master's Theses. Paper 248.
Smith touches upon multiple problems with the content in textbooks, specifically Social
Studies textbooks. A survey shows that majority of students have stated Social Studies to

be their least favorite subject. Smith discusses how incorporating literature into Social
Studies curriculum will promote learning, engagement, and real-life connections. Smith
also discusses how utilizing literature as a tool for teaching across the curriculum
promotes cultural literacy , especially in Social Studies. Many strategies are suggested
and researched including "team teaching." (Omar)

Additional Resources
Dragun, P., Integrating Multicultural Literature and the Arts across the Curriculum (2004).Senior
Honors Theses. Paper 123.
In this article, Phyllis Dragun provides research and evidence to discuss the benefits of
incorporating multicultural literature and arts across the curriculum, specifically in social
studies and science. This article promotes cultural awareness and creative ways to
educate students on science and history without using the traditional textbook. (Omar)
Interactive Science Notebooks. [Powerpoint] Bibb County School District.
In this PowerPoint, the author first presents why interactive notebooks can be a great
resource for the classroom. The author then gives different ways to set up an interactive
notebook for science, such as incorporating illustrations, graphs, charts, notes, etc. The
PowerPoint then includes real examples of how these notebooks might look.(Herman)
L. (2013). Planning and Setting up Interactive Notebooks for Teachers. Retrieved November 19,
2016, from http://www.youtube.com/watch?v=p5bUTkB_6sw
This video provides a visual for how to set up a math interactive notebook. It is geared
toward a secondary level but the concepts can be applied to any grade. The teacher first
states that you need to know the common core standards to teach, and you work from
there to make sure your notebooks is working effectively for you and your students.
Different sections include rubrics, notes, and homework. (Herman)
Palumbo, T. Poetry Across The Curriculum: An Introduction [Slideshow].
This slideshow introduces poetry across the curriculum. This slideshow also covers many
different types of poetry and how they can be used across the curriculum. Multiple
examples are given for each content area as well as activities to include before
introducing poetry. (Omar)
Poetry Across the Curriculum [Video file]. (2015). Youtube. Retrieved from
https://www.youtube.com/watch?v=RWRveXU118g
In this video, Sylvia discusses the benefits of incorporating poetry into all content areas.
She discusses how it promotes engagement and interest. This video promotes the
incorporation of literature across the curriculum. (Omar)

Responding in your Reader Response Journal. Retrieved from

https://www.centergrove.k12.in.us/cms/.../100_Reader_Response_PROMPTS.docx
This word document provides 100 starter questions to being response journals. These
sentence starters can be useful for beginning response journals. The resource also
provides alternative responses, which are higher-order thinking questions. (Herman)
Using Songs, Chants, and Poems to Teach Across the Curriculum [Video file]. (2010). Youtube.
Retrieved from https://www.youtube.com/watch?v=ump44sk3Iqk
This video shows how songs, chants, and poems being utilized across the curriculum can
be beneficial to student learning. This video shows how students become engaged and
gives tips on how these tools can be used in different content areas. (Omar)
What is a Response Journal? - frontiersd.mb.ca. Retrieved from
https://www.frontiersd.mb.ca/programs/SiteAssets/SitePages/ELA/WhatIsAResponseJournal1.pd
f
This resource is ideal for someone who is unfamiliar with reading response journals. It
first covers the basics of what a response journal is and why it is effective. It then goes
into different things that can be included in a journal, such as diagrams, charts, notes,
questions, etc. This pdf also contains pictures of actual student journals, which is a
helpful reference. (Herman)