The Adventures of Ahmad Deen and Layla Deen (4 in 1) by Yahiya Emerick

This month's book review! Let's see how long I can keep up ;)

The book description from the back: Journey with Ahmad and Layla Deen as they embark on one amazing adventure after another. In this special omnibus edition, all four Deen family stories are gathered in one place for hours of non-stop thrills.

In the first story, Ahmad and Layla take a trip with their father to sunny Mexico to learn about the ancient Aztecs. After their father is kidnapped, they learn more about this ancient civilization than they could ever imagine. What hair-raising adventure awaits? Find out as they tackle the Curse of the Aztec Warrior!

 

In the second story, Layla tries to catch a thief and what she discovers about herself is a lot more than she ever thought possible. This story has become an instant Ramadan classic.

 

In the third story, Ahmad goes on a class trip to China, but instead of getting a history lesson, he may become a victim of history, along with his annoying roommate. Can he survive an encounter with the Jinn at Shaolin?

 

In the final story, Layla is a young teenager trying to survive her last year of junior high school. Just when she thinks her feelings of isolation are starting to get manageable, the student council decides to have a popularity contest - and her name is mysteriously entered! Find out what happens!

 

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From the 4 stories in this collection, my most favorite to least were:
1. Case of the Ramadan Rogue
2. Popularity Contest
3. Jinn at Shaolin
4. Curse of the Aztec Warrior

I realized I liked the realistic stories better than the fictional ones. The two Layla Deen stories happened to be realistic, and thus relatable. Both boys and girls I think could still read and enjoy the other stories, i.e. girls can read Ahmad Deen and boys can read Layla Deen. After reading some of the author's fictional work, I am interested to read Isabella, a Girl of Muslim Spain.

I liked the idea of 4 books in 1, especially since the first 3 in the omnibus were short. However, if one is looking to read/buy just Layla OR Ahmad's adventures, I think getting the separate books for each is better. I recommend the Aztec Warrior, Jinn at Shaolin, and Ramadan Rogue for elementary age children. The Popularity Contest is better suited for middle school girls in my opinion.

What I didn't like about this omnibus was that the Islamic topics/ Arabic words didn't flow naturally. If these are going to be used in a book, I prefer for them flow with the rest of the story. If not, it feels like they were just thrown in or can be taken to be preachy. The second (minor) issue I had was that the pictures in this book look like clipart images. A book with no illustrations is better then clipart images in my opinion... I gave this collection 4/5 stars.

If you want to purchase this book, order a brand new copy from Books by the Dozen to support by business :)

Student Teaching Journals 1-3

This final semester at uni. I am doing student teaching. Similar to my practicum journals (which you can read about here), for my major, I was assigned to a school and class to go to 5 days a week (from morning till afternoon) to work with the students and teacher(s). Throughout this experience, I am required to write weekly journals to submit to my supervisor. These journals have to include specific info. Since I shared my practicum journals here, I decided to continue to share my experience teaching. I hope you find this interesting! Below are my first 3 journals. 

Week 1

(School name was removed for privacy) is an urban school in (location removed). It is the only public school in the small town and serves 996 students from preschool to 8th grade. There are three groups within the school: Early Learning for preschool and kindergarten, Elementary for grades 1-5, and Middle School for grades 6-8. There are 5 sections for each grade level with an average class size of 21 students. About 100 certified teachers as well as 35 support staff are available to help educate the students at this school.

 

A breakfast program and Aftercare program are offered here. The latter runs from the end of the school day until 6 p.m and is available to parents for a monthly fee. In addition, about 23 clubs and activities are offered throughout the year for students of all ages. There are also about 150 computers and 50 Promethean boards in the school. Thanks to all the programs, activities, and resources, students, parents, and educators have a lot to do and offer the children of the school. For an educator and future teacher like myself, a school that has a lot going on is interesting to be a part of, will help build experience and with networking, and will help in instructing students during and after class.

 

The neighborhood around the school is nice and quiet. According to census.gov for the year 2010, 91.5% of the town’s population was white, followed by 7.5% Hispanic/ Latino, Asian 3.8%, Black/ African American 1.8%, etc. The school population is diverse, with over 50% of the students speaking a range of 26 different languages at home. This could be a challenge for educators. If students are not provided with the support they need in school and at home, this could affect them greatly. From low self-esteem, miscommunication, not understanding learning materials due to language barriers, etc. could all result in lower student performance. However, diversity is a plus because it does expose both students and staff to many different people, languages, cultures, and religions which can only help a person to appreciate and learn from the people around them.  

 

For the years 2009-2013, the area had 93.1% high school graduates or higher (percent of persons age 25+) and 43.9% had a Bachelor's degree or higher (percent of persons age 25+). Finally, there was a median household income of $96,602 and 1.9% of people were below the poverty level in 2009-2013. The fact that many people in proximity have at least a high school degree and almost half the population having a bachelor’s degree or higher is impressive. Compared to other urban areas, these numbers seem high. Students who have well educated adults in their lives, especially at home, might be more likely to take education seriously and have higher standards of living. For educators working with the majority of these well off children, behavior shouldn’t be a major issue. The level of educational performance shouldn’t be really low either if children are coming from homes that have the means to provide high quality education or learning materials.

 

Week 2

 

Two weeks of student teaching has gone by really fast! For practicum, I was with kindergarten students and I loved working with the younger students. Before I actually started student teaching, I was a bit nervous thinking about how older students would react to me being in their classroom. Thank God, there was nothing to worry about. Within a day or two, I felt comfortable and I am glad the students have taken my presence well. I honestly look forward to going to the school every day! As a student and future teacher, I personally feel that if the students are a pleasure to work with, going to school every day to work won’t feel like a chore, but can be an exciting part of my day.

 

One good feature about the school is that a parking lot for teachers and staff is available. This takes one less stress off of teachers and staff so they don’t have to spend a lot of time and compete for parking spots with parents and people in the neighborhood. In addition, tickets from street cleaning and snow taking up space on narrow streets shouldn’t be a major concern. Two of the teachers in my room have been nice enough to give me a tour of the school in my first week and meet with others. I am getting more familiar with the big building which is useful for finding my way around.

 

I have been trying to get involved in the classroom as much as possible from day one. I am not one to just sit for too long, so I have spent most of my time walking around to help, talk, and see the students work and interact. My cooperating teacher (CT) handed over the responsibility to me of going over the mini daily oral language (DOL) lesson with the students since Thursday in week 1. I have also volunteered to check off the students agendas every day, something I noticed the teachers do in my room.

 

This past week, I have also started to go and pick the students up in the morning from the lunch room (since it is cold outside). I prefer to stay with the students during their specials, so I have seen them in gym, art, library, etc. I know the teachers don’t have to and usually have a prep, but I stay because I like to see the students during different times and subjects throughout the day. For example, I have seen one student who is usually quiet and lower performing in other subjects really come alive during gym. Likewise, I have found out what some student’s favorite subjects are and how they perform in the different areas. Being able to see the third graders in my room throughout most of the day, I am starting to get a better idea of their personalities, abilities, strengths, and areas for improvements. I feel teachers sitting in once in a while during their student’s other subjects will give them a different view of what their students are like.

 

I use to think I wasn’t the best person to work with students with “disabilities”. Being with such students who have some sort of difficulty learning or performing during practicum and again this semester made me think twice about this. I know I have more patience with younger children and this comes in useful when working with students who aren’t as quick. I still feel these students can learn, especially if they are given the extra bit of help and attention. I have been working with some of these 3rd graders and I came to the realization that it isn’t as hard as I thought. Although I still don’t feel like I am the best person to help them individually because I don’t have all the tools or knowledge for teaching students with disabilities (TSD), I feel like I have made a little bit of difference in their learning. If I can give them the confidence that they are as smart as their classmates and can do the work, then I know I have been able to help.

 

Week 3
 

This semester was my chance to finally see inside the school. I live around the area and I’ve passed the building the past few years on my way to uni. When I walked into “my new classroom”, I immediately noticed what looked like a smart board in the room. I later found out it is a Promethean board. I am a little familiar with smart boards (from practicum), and now I am learning how to use a similar technology to teach. The Promethean board is used the whole day in my class. Even when it is not directly being used, the objective is always typed on the board.

 

I was surprised that there are no computers for the students to use in the classroom. It isn’t a big issue since the school does have a computer room, but I think it would be more convenient to have a few computers in the classroom as well. A printer is in the room and it is used by all the 3rd grade teachers. The fact that at least the teachers have a computer in their room and in my CT’s case, the printer too, it is easy for them to print assignments and other documents without having to run to the computer or teacher’s room three floors down. A lot of time (and energy) is saved this way!

 

A 360 view when walking in the room: a teacher's desk is to the right, a U table is directly to the left and to the left of that is my CT's desk. In front of her desk is a blue round table where I sit. Between my table and a matching blue table on the other side close to where another teacher in charge of a student sits, the students sit in groups or individually at their desks. In front of all the desks is a rug where the students can sit in front of the Promethean board. To the left of the board are bookshelves with a lot of fiction books. Nonfiction books are usually kept in baskets on the floor. Beside these shelves to the left is the shortcut door. On the other side of the board are the printer, TV, and the first teacher's desk again. 

 

Something different in my CT’s classroom is the door in between leading to another 3rd grade class and also a skylight in the back of the room where I keep my belongings. The “back door” serves as a shortcut for any teacher and teachers/students are always coming in the room to pick up papers from the printer for their class. The skylight adds a natural light to the room even when the lights are turned off and a view of the weather can be seen a bit from inside.

 

The morning routines are simple and I have been given them by my CT. The students get picked up at 8 am from either outside or the cafeteria (if the weather isn’t good). They go to their lockers and then come in to their room to start writing their homework in their agendas. I check off that their homework is all written. At this time, the TV is used. There is a TV in the room attached to the wall above the printer. On the TV, the pledge of allegiance is written and said by all and then a patriotic song is played. Everyone has to be standing during both. After the song, the announcements are made by students in the school. The students go back to writing their homework or start doing their daily oral language assignment. After 10-15 minutes, I go over the DOL with the students. By now it is around 9 am and my CT starts the day’s reading lesson.

 

There are 3 groups of desks in the classroom with at least 3-4 students sitting together. A few students sit individually away from their groups. Since there are a lot of boys in this class (11) and they all like to talk, my CT had to separate a few from their groups. The 5 female students in the room are seated throughout the 3 groups, so at least 1 girl is placed in each group. For these seating arrangements, at least 1 if not 2 high performing students are placed in each group. This could be to help their classmates or so all the “smart” students aren’t all together making the others feel bad. There are 3 leveled groups for math; an above level, on level, and approaching level group, and 4 groups for reading; A, B, C, and D. For math, the 3 groups get to work with an adult. For reading, it is almost the same, but one group gets to work individually. I go around helping the students during these times.

 

One thing I really like is that my class has a lot of different specials, like art, music, computers, library, gym, Spanish, and dear (drop everything and read) time. Because they have so many subjects, they can never really be bored and have the chance to learn a lot more then students in other districts. I think it is great that the school can provide their students with so much! Students have the opportunity to learn a different language, play instruments, have easy access to a lot of books at the school library, etc. This will give them an advantage later in life because they experienced a lot more than maybe others.

 

The classroom is managed well by the teachers. The students can get loud and excited as usual, but they are brought back as a class with either clapping or a louder than normal comment to quiet down. The students are all treated equally in my opinion. None of them are made to feel inferior by adults and I personally have made an effort to know the students better. I stay and talk with the students a lot (which is probably why they seem to like me). A lot of them (of not all) seem to be comfortable around me and I am really glad about that. If students are relaxed around their teachers, I think they are more open to learning from them and listening to them. Teachers will enjoy their work and students will enjoy the company and their many hours spent in school!

 

My 1st observation was this past week on Friday January 30th. Although I felt more calm then I did last semester about being observed with so many adults in the room and teaching, I was still a little nervous in the beginning of my lesson. This was the first time I was told what I have to write my lesson on (fractions) so that was a little challenging because I had to stick to it. I also never did station work for an observation so I didn’t know what to expect from that. Time went really fast surprisingly and everything went fine. I did catch myself say “you guys” a few times out of habit, but I tried to stop myself. Hopefully, I will be teaching a lot more before my next observation so I will get more chances to practice being in front of the class and teaching them.

The 7 Deadly Sins of Books Tag

 

I wanted to do a tag and I found this, the 7 Deadly Sins of reading/books. For those who aren't familiar with tags online, it's basically a questionnaire that people answer and they tag a number of people to also answer them as well. For my tags, I will try to vary my answers without making them up and ask that everyone else try to do the same. Feel free to answer the questions here in the comments below ;) You can still answer these questions if you want to whether I tagged you or not!

1. GREED—What is your most inexpensive book? What is your most expensive book?
My most inexpensive book would have to be something from my library hauls that I posted about here and here.  My most expensive book for my personal bookshelf (not for my book biz) is probably Footsteps by Umm Zakiyyah.

2. WRATH—What author do you have a love/hate relationship with?
I'm not sure if this counts, but my love/hate author would be Lemony Snicket because although I liked his books in elementary school, his writing was sometimes boring and annoying to read. But I made myself finish the series; 13 books that I probably would never have read if I wasn't introduced to the series by my 4th grade teacher.

3. GLUTTONY—What book have you deliciously devoured over and over with no shame?
Probably Harry Potter and the Sorcerer's Stone. I'm sure I've read it more than twice since 6th grade.

4. SLOTH—What book have you neglected reading due to laziness?
Any books under standalone, start and complete series, and others from my 2015 Reading Goals post.

5. PRIDE—What book do you most talk about in order to sound like a very intellectual reader?
None. I'll talk about any book even if it is "unintellectual".

6. LUST—What attributes do you find most attractive in male or female characters?
Funny, smart/ clever, outspoken, brave, etc. Basically anything I find attractive in actual people.

7. ENVY—What books would you most like to receive as a gift?
Monster War by Dean Lorey. I can't seem to find this book anywhere (and at an affordable price). I want it to read and complete my set of the Nightmare Academy trilogy!

The Ghost of the Tower of London

I wrote this short story as a freshmen in uni. and decided to finally share it here after holding on to it for so long for some reason. There were specific rules to the assignment which I don't remember, but I will put up my "explanation" of this story in my next writing post. Until then, I hope you enjoy this and it makes sense :P

 

 

It was late at night when Buffy and Willow arrived at London's five star hotel. The two friends were on a vacation in England for summer break.

 

"I can't wait for tomorrow when we go sight-seeing!" Buffy exclaimed. She snuggled up under the covers as Willow went across the room and headed to her own bed.

 

"Sleep tight. Don't let the vampires bite," Willow said with a wink before she turned the lights off.

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The next day, Buffy and Willow got ready to go on an evening tour around London's famous tourist spots. First stop, Buckingham Palace. Tall gates separated the palace from tourists, but soldiers in their tall furry hats were visible from a distance, guarding the palace grounds.

 

The tour ended after about two hours of visiting the Palace of Westminster where the legendary Big Ben stands, the London Eye, the Swiss Tower, and finally across the Tower Bridge to see the Tower of London. The tour guide handed his group brochures with information on the Tower of London.

 

"Catherine Howard, a queen of England, escaped from her room in the Tower of London. She ran down the hallway screaming for help and mercy. She was caught and returned to her room. The next day she was beheaded for treason. Her ghost has been seen running down the hallway screaming for help," finished the tour guide.

 

The group continued around the castle for another half hour before it was time for visitors to leave for the night. Willow thought she saw a teenage boy quietly walk into another room with two other boys. No one else had noticed them leaving.

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Two days later, as Buffy and Willow were walking around the shops of London buying gifts and souvenirs, the newspaper caught Willow's attention.

 

"Look here Buffy. A Crown Jewel at the Tower of London has been stolen! The Sovereign's Scepter holds the famous gemstone, the First Star of Africa. It is the largest flawless cut diamond in the world and weighs 530 carats. A group of three British teenagers have been suspected of being involved in the theft, but have mysteriously disappeared," Willow said nervously, suddenly realizing that she really had seen the boys leave the group.

 

"It says here that the Crown Jewels, part of the Royal Collection, are the most powerful symbols of the British Monarchy and hold deep religious and cultural significance in the nation's history."

 

"We have to go check out the scene and try looking for those stupid boys. How could they possibly think they would get away with such valuables!" Buffy exclaimed.

 

The two arrived at their destination and after asking the police for permission to do some investigation of their own, Buffy and Willow went inside. Willow debated whether she should tell Buffy where she had seen the boys going that night. She didn't. Having no luck for the first half hour of their search, Willow finally decided to just say what she knew.

 

"Buffy, you'll probably be mad to me for not mentioning this earlier, but I think I know where the boys might be. When we were at the Jewel House, I saw the boys walking into a room close by it. I thought I was just imagining it since it was dark and I was pretty tired, but I guess I was wrong..." Willow finished off quietly with her head down.

 

"You should have told me even though you weren't sure Willow. I bet the boy's parents are really worried since they've been gone for the past few days. Let's go back to where you last saw them; they probably got locked in by mistake and couldn't get out," Buffy said, taking Willow by the hand and guiding her back to the Jewel House.

________________________________________________________________

 

Before they got to the room where Willow had seen the boys enter, they heard a female scream! Buffy and Willow turned around and realized they saw a ghost running down the hallway towards the room they were heading for. The two followed the ghost and saw Catherine Howard, as Buffy and Willow assumed, walk right through another door. Buffy tried to open the door, but finding it locked, she kicked it as hard as she could and the door finally fell loose. Inside, they were surprised by what they saw.

 

The three boys were held down by something invisible. When they saw Buffy and Willow, they tried speaking, but no sounds came out. The ghost came up to Buffy and whispered, "These boys are being punished for their crime. For years, the ghosts of the Tower have been safeguarding the Crown Jewels while the human Yeomen Warders get the credit. The ghosts will not let foolish teenagers stop the tradition of guarding British's most prized possessions. Assuming you two ladies came to rescue them, which was rather odd during my time, you will both have to give up something you hold dear. And, if the boys truly want their freedom, they must return the Sovereign's Scepter which one put in his backpack, and confess to authority what they have done. If the boys don't go through with their part of the deal, they will be cursed for life. Now, what would you all like to do?" asked Catherine Howard's ghost.

 

Not liking what they were hearing, Buffy and Willow discussed their options. Finally, with much regret, Buffy replied, "I'll give up my slayer abilities and Willow will stop her interest and involvement in Wicca."

 

The boy, who Willow recognized from the start and must have been the "boss", shook his head. Apparently, he didn't want to be saved by girls!

 

"Look you three. Me and Willow are your only chance for freedom, so suck up your pride and let us help you get out of here. Imagine how your parents feel," Buff reasoned.

 

After some thought and nonverbal agreeing to the deal amongst each other, the "boss" nodded his head at the ghost. The force holding the boys motionless was removed. Taking the Sovereign's Scepter out of his backpack, the boy returned it to its location in the Jewel House. Suddenly, Buffy and Willow felt something escaping from them. With looks of surprise on their faces, the ghost simply explained that their part of the deal was being done.

 

Exiting the Tower, Buffy, Willow, and the boys went up to the police who was shocked. Dismayed at their loss for something that would have made them rich, the boys told the police what they had done. Returning the Scepter, which Buffy and Willow confirmed, the police let the boys go from serious punishment, but just to teach them a lesson, the boys had to do community service for a while.