The Hunger Games. ISBN: 978-0-439-12348-1. Collins. 2008. Newbery Medal. Science Fiction. Age 12+. Main character teen girl.
This book is set in North American in the future. There had been apocalyptic type events (fire/storms) that destroyed what was the Americas. Panem was the new nation that was created, with a Capital. There were thirteen districts, each in charge of growing or making something. During a revolt, one district was destroyed by the Capital. From that point on, there was an annual televised game where a boy and a girl (age 12-18) were drawn from a sphere of names during the "reaping" to go play at the Hunger Games. This was a televised game of survival in an arena. To death. There is underlying romance between Katniss, Gale, and Peeta....all the way to the last page of the book.
Friday, September 17, 2010
Thursday, March 25, 2010
Roll of Thunder, Hear My Cry
Roll of Thunder, Hear My Cry. ISBN:0-14-034893-X. Mildred D. Taylor. (1976). Newbery Medal. Historical Fiction. Age 11+. African American.
This story takes place in Mississippi in the 1930s, after the Civil War. We experience through the life of a nine year old little girl named Cassie, in the course of a year, what kinds of injustices her family and friends faced still after the war. She lived in a multi-generational home with her parents, her grandmother, her three brothers, and Mr. Morrison. Her uncle also stayed during some times. The live on a farm their family owns (which is not typical for black families during this time. Throughout the story, Cassie's family struggled to keep their family cotton farm land. They would do anything to keep their land.
Cassie's brother, Stacey, had a friend named TJ Avery, who throughout the book, was a very questionable friend. Throughout the book you really think that TJ is taking advantage of Stacey, but in the end you see that Stacey was really friends with him because he thought no one else would be, and he felt sorry for him. TJ got in some trouble and was framed by two "supposed" white friends for trying to rob a store and killing the owner. At the end, as a child, he ended up being put to death.
Thought this story focuses on segragation, lynchings, racial slurs and hierachy, there are glimpses of positive relationships. Jeremy, who is a white boy, refuses to ride the bus (as only white children could) and walks with his black friends (who are very nervous and apprehensive about the relationship). In the end, when the tension is at it's height and there are threats of lynchings, a sudden fire in the community (secretly started by Cassie's father to try to save T.J. in the midst of the manhunt lead by the white boys who framed him) draws attention and brings all people of all races together to fight the natural disaster. The end of this book, is truly bitter sweet.
In the classroom, I would ask students to write a letter to Stacey stating why or why not the student agrees with how the bus incident (teasing, lead to digging trench) was handled, and if they didn't think it was handled with justice, what would have been a better way to handle the situation.
I would ask the students to compare the white children's experience in school versus the black students' experience in school, how was it different? Then how do students today feel about that?
There are currently issues in the news about school districts that bus some suburban students to lower class urban schools and vice versa, and communities are in an uproar arguing that it is taking away from the sense of community. Others argue that if they discontinue, we are moving backwards and re-segregating. I would have the students discuss the pros and cons of this situation.
This story takes place in Mississippi in the 1930s, after the Civil War. We experience through the life of a nine year old little girl named Cassie, in the course of a year, what kinds of injustices her family and friends faced still after the war. She lived in a multi-generational home with her parents, her grandmother, her three brothers, and Mr. Morrison. Her uncle also stayed during some times. The live on a farm their family owns (which is not typical for black families during this time. Throughout the story, Cassie's family struggled to keep their family cotton farm land. They would do anything to keep their land.
Cassie's brother, Stacey, had a friend named TJ Avery, who throughout the book, was a very questionable friend. Throughout the book you really think that TJ is taking advantage of Stacey, but in the end you see that Stacey was really friends with him because he thought no one else would be, and he felt sorry for him. TJ got in some trouble and was framed by two "supposed" white friends for trying to rob a store and killing the owner. At the end, as a child, he ended up being put to death.
Thought this story focuses on segragation, lynchings, racial slurs and hierachy, there are glimpses of positive relationships. Jeremy, who is a white boy, refuses to ride the bus (as only white children could) and walks with his black friends (who are very nervous and apprehensive about the relationship). In the end, when the tension is at it's height and there are threats of lynchings, a sudden fire in the community (secretly started by Cassie's father to try to save T.J. in the midst of the manhunt lead by the white boys who framed him) draws attention and brings all people of all races together to fight the natural disaster. The end of this book, is truly bitter sweet.
In the classroom, I would ask students to write a letter to Stacey stating why or why not the student agrees with how the bus incident (teasing, lead to digging trench) was handled, and if they didn't think it was handled with justice, what would have been a better way to handle the situation.
I would ask the students to compare the white children's experience in school versus the black students' experience in school, how was it different? Then how do students today feel about that?
There are currently issues in the news about school districts that bus some suburban students to lower class urban schools and vice versa, and communities are in an uproar arguing that it is taking away from the sense of community. Others argue that if they discontinue, we are moving backwards and re-segregating. I would have the students discuss the pros and cons of this situation.
Saturday, March 20, 2010
On the Same Day in March
On the Same Day in March: A Tour of the World's Weather. ISBN: 0-06-028187-1. Marilyn Singer. Illustrated by Frane Lessac. (2000). Notable Children's Trade Book in the Field of Social Sciences; Top 10 Science Books for Children 2000. Nonfiction. Ages 4-8. Many Cultures.
This book covers the geographical effects of the seasons. It takes readers all around the world to see the different weather on the same day. In addition to the weather and geography, readers will also learn a little about the wildlife, agriculture and cultures in these different geographical areas.
Every oil painted illustration is very detailed and vibrant and tells a complete story including emotions, activities, and background scenery. The exquisite details make me feel as though I am there looking at the landscape. The children in the illustrations are doing very natural activities; easy for children to relate.
This book would be great to use in Social Studies units, geography units, and science weather units. I would use it as an introduction to a weather unit (as a way to bring multiculturalism into the science lesson).
You could also let the children choose a page to write their own story about what is happening in the picture. Give the characters names and tell about their lives and what they are experiencing.
This book covers the geographical effects of the seasons. It takes readers all around the world to see the different weather on the same day. In addition to the weather and geography, readers will also learn a little about the wildlife, agriculture and cultures in these different geographical areas.
Every oil painted illustration is very detailed and vibrant and tells a complete story including emotions, activities, and background scenery. The exquisite details make me feel as though I am there looking at the landscape. The children in the illustrations are doing very natural activities; easy for children to relate.
This book would be great to use in Social Studies units, geography units, and science weather units. I would use it as an introduction to a weather unit (as a way to bring multiculturalism into the science lesson).
You could also let the children choose a page to write their own story about what is happening in the picture. Give the characters names and tell about their lives and what they are experiencing.
Antler, Bear, Canoe
Antler, Bear, Canoe: A Northwoods Alphabet Year. ISBN:0-316-10315-2. Betsy Bowen. (1991). Maddie Simons Advocate Award; Northeastern Minneapolis Book Award for Art and Photography Celebrating Birch; Northeastern Minnesota Book Award Nominee. Ages 4-8. Northern Minnesotan life.
This book introduces letters of the alphabet and months of the year. As you go from A to Z in the book, you are learning about northern Minnesotan seasons in many ways (from January to December). You are introduced to the climate, the wildlife, the food, the scenery, the clothing, the people, and some of their past times.
The pictures are woodblock prints that are made by carving the design and letters backwards into a flat block of white pine and then dipping them into black ink. The pictures are finished by adding color through water color paints. It reminds me of some of the Indian art that I had seen when traveling up north. The children in the pictures are doing very realistic activities. For example, when the adult man is cutting wood, the kids are in the background climbing and sitting on the wood pile, like it is their own private playground.
This book could be used in conjunction with the beginning of each calendar month during circle/calendar time, and taken out at the beginning of each month to look at a new picture and read about something that is happening in MN that month. It would be a great book to read to preschoolers to also review their letters...but in a fun way, not just flashcards.
This book would also be a supplemental book to read with "Courage at Indian Deep" by Jane Resh Thomas because children could use the illustrations in this book to help create pictures in their minds about the scenery on Lake Superior.
Children could create an alphabet book about where they live and include their hobbies, the climate, the animals/pets, and important family dates if you also coordinate with the months of the year. They could also create this book for someone else and do a biography of the person, and where they live.
This book introduces letters of the alphabet and months of the year. As you go from A to Z in the book, you are learning about northern Minnesotan seasons in many ways (from January to December). You are introduced to the climate, the wildlife, the food, the scenery, the clothing, the people, and some of their past times.
The pictures are woodblock prints that are made by carving the design and letters backwards into a flat block of white pine and then dipping them into black ink. The pictures are finished by adding color through water color paints. It reminds me of some of the Indian art that I had seen when traveling up north. The children in the pictures are doing very realistic activities. For example, when the adult man is cutting wood, the kids are in the background climbing and sitting on the wood pile, like it is their own private playground.
This book could be used in conjunction with the beginning of each calendar month during circle/calendar time, and taken out at the beginning of each month to look at a new picture and read about something that is happening in MN that month. It would be a great book to read to preschoolers to also review their letters...but in a fun way, not just flashcards.
This book would also be a supplemental book to read with "Courage at Indian Deep" by Jane Resh Thomas because children could use the illustrations in this book to help create pictures in their minds about the scenery on Lake Superior.
Children could create an alphabet book about where they live and include their hobbies, the climate, the animals/pets, and important family dates if you also coordinate with the months of the year. They could also create this book for someone else and do a biography of the person, and where they live.
Friday, March 19, 2010
Courage at Indian Deep
Courage at Indian Deep. ISBN:0-89919-181-9. Jane Resh Thomas. 1984. Parents Choice Award; other awards for this author: 2001 Kerlan Award, 2006 Minnesota Book Award. Realistic Fiction. Ages 8-12. Eleven year old Caucasian boy.
This book is about an eleven year old little boy named Cass who is forced to move from Minneapolis to Duluth because his dad lost his job as a chemistry teacher and needed to take a job as a Police officer back at Cass's mom's home town. The family is also running a small resort on Lake Superior.
Cass is having a hard time getting along with the kids because they have labeled him as a city boy. One boy in particular, Ansel, seems to pick on him and degrade him the most. Cass misses his home in Minneapolis, but is beginning to find the nature in Duluth enjoyable.
Since they moved to Duluth, Cass's relationship with his dad has became very distant. His dad does not have as much time to spend with him and is constantly trying to get him to take more responsibility. He does not realize all of the troubles that Cass is facing.
Cass ends up getting into a fight with Ansel on the bus, and is afraid to go home because he doesn't want to get in trouble. He had been hiding survival things in a cave at Indian Deep for quite some time and decides to go there for the night with his dog, Tongue. That evening, a blizzard blows in and in the midst of the blizzard, he sees a boat crashing against the rocks. He goes to find help and the only person available to help is....Ansel. Him and Ansel end up saving two of the men from the ship, but have to stay the night together in the cave. Cass finds out that his secret cave was on Ansel's property and he had been watching Cass for some time. Cass and Ansel both realize that the stereotypes they had about each other were false, and they become friends because they encouraged each other to get through the night both physically and emotionally.
This book could be read during a unit studying Minnesota. Discussing the history of Duluth and Lake Superior. You could use it to discuss important survival tips with the students. They could brainstorm about how they could be put in positions of this kind of responsibility and how important it is to learn some survival skills living and vacationing in Minnesota. You could talk about what would be important skills to have if vacationing in northern Minnesota.
Discuss friendships, and courage, as well as stereotyping that occurred in this book using Bloom's level questions.
The children could write about experiences they have had in nature and then add a fictional story to the actual experience. What could have happened and how would you have handled it?
You could use this book as part of a tiered assignment. Children that are at higher reading levels could read "Hachet" by Gary Paulson, and children that are not in such an advanced reading level could read this book, but the same themes could be discussed.
This book is about an eleven year old little boy named Cass who is forced to move from Minneapolis to Duluth because his dad lost his job as a chemistry teacher and needed to take a job as a Police officer back at Cass's mom's home town. The family is also running a small resort on Lake Superior.
Cass is having a hard time getting along with the kids because they have labeled him as a city boy. One boy in particular, Ansel, seems to pick on him and degrade him the most. Cass misses his home in Minneapolis, but is beginning to find the nature in Duluth enjoyable.
Since they moved to Duluth, Cass's relationship with his dad has became very distant. His dad does not have as much time to spend with him and is constantly trying to get him to take more responsibility. He does not realize all of the troubles that Cass is facing.
Cass ends up getting into a fight with Ansel on the bus, and is afraid to go home because he doesn't want to get in trouble. He had been hiding survival things in a cave at Indian Deep for quite some time and decides to go there for the night with his dog, Tongue. That evening, a blizzard blows in and in the midst of the blizzard, he sees a boat crashing against the rocks. He goes to find help and the only person available to help is....Ansel. Him and Ansel end up saving two of the men from the ship, but have to stay the night together in the cave. Cass finds out that his secret cave was on Ansel's property and he had been watching Cass for some time. Cass and Ansel both realize that the stereotypes they had about each other were false, and they become friends because they encouraged each other to get through the night both physically and emotionally.
This book could be read during a unit studying Minnesota. Discussing the history of Duluth and Lake Superior. You could use it to discuss important survival tips with the students. They could brainstorm about how they could be put in positions of this kind of responsibility and how important it is to learn some survival skills living and vacationing in Minnesota. You could talk about what would be important skills to have if vacationing in northern Minnesota.
Discuss friendships, and courage, as well as stereotyping that occurred in this book using Bloom's level questions.
The children could write about experiences they have had in nature and then add a fictional story to the actual experience. What could have happened and how would you have handled it?
You could use this book as part of a tiered assignment. Children that are at higher reading levels could read "Hachet" by Gary Paulson, and children that are not in such an advanced reading level could read this book, but the same themes could be discussed.
Sunday, March 14, 2010
Scorpions
Scorpions. ISBN: 0-06-440623-7. Walter Dean Myers. (1988). Newbery Honor (Author also has Coretta Scott King Awards). Fiction. Age 12+. African Americans, Puerto Ricans, 12 year old boy, inner city life.
Jamal is a twelve year old boy who lives with his mom and sister (Sassy). His older brother, Randy, is in prison for possibly shooting a man to death. His brother was the leader of a gang that runs crack, called the Scorpions. When his brother was in prison, he had told his gang friend, Mack, to appoint Jamal as leader until he gets out. Jamal does not want any part of the gang, but feels that is the only way he can make money fast enough for his brother to get an appeal in court. He is having trouble with people harassing him at school; being involved with the gang and having access to his own gun helps ease his fear of being beat up. Once he gets the gun, it causes nothing but problems for him. It seems that his best friend, Tito, did not want him to become involved and wanted him to get rid of the gun, but was always there for Jamal and supported his decisions.
The way the author described the weight of the gun seeming to increase as the story goes on is very metaphorical as to the weight it seemed to be dragging his life down further and further in many ways. Jamal eventually ends up loosing his best friend because his best friend used the gun to protect Jamal from some of the gang members who were trying to take his role as leader. Tito had to move to Puerto Rico to live with his father to avoid being a delinquent.
It is a very sad story of how children do really start out having the best of intentions, but sometimes can see no other way to survive. His mother in the book put it well, "We all born with sense....Lord knows what happens to it along the way" (pg. 202). The lesson to walk away with from this book was summarized to me by the character Reverend Biggs. He said, "It's a hard life sometimes, Sister Hicks....and the biggest temptation is to let how hard it is be an excuse to weaken" (pg. 156). We can contemplate whether Jamal really had a choice for the path he was taking in his life or it it was what he had to do to survive. He was really enjoying his new job and was seeing the good in leading a straight life, but got very sucked into the gang.
I would use this book to discuss types of relationships and commitments with children. You could have children discuss each character and what their challenges are and if they overcome them. You could discuss loyalty, and in what cases in this story it was good (family) and in what cases it was bad (Tito being loyal to Jamal and going against what he believed to be right). You could have children point out the good things about Jamal that people (classmates and principal) overlooked (for example, his artistic talent, he liked to work hard, he wanted to help people).
Have the students write a prediction about what happens to the characters in the story. Does Jamal stay in the gang or does he escape that life? Does Randy win the appeal, or does he get killed in prison? What happens in Tito's life? Does Jamal let his circumstances be an excuse to let go of the good he has inside of himself in order to feel safe?
Jamal is a twelve year old boy who lives with his mom and sister (Sassy). His older brother, Randy, is in prison for possibly shooting a man to death. His brother was the leader of a gang that runs crack, called the Scorpions. When his brother was in prison, he had told his gang friend, Mack, to appoint Jamal as leader until he gets out. Jamal does not want any part of the gang, but feels that is the only way he can make money fast enough for his brother to get an appeal in court. He is having trouble with people harassing him at school; being involved with the gang and having access to his own gun helps ease his fear of being beat up. Once he gets the gun, it causes nothing but problems for him. It seems that his best friend, Tito, did not want him to become involved and wanted him to get rid of the gun, but was always there for Jamal and supported his decisions.
The way the author described the weight of the gun seeming to increase as the story goes on is very metaphorical as to the weight it seemed to be dragging his life down further and further in many ways. Jamal eventually ends up loosing his best friend because his best friend used the gun to protect Jamal from some of the gang members who were trying to take his role as leader. Tito had to move to Puerto Rico to live with his father to avoid being a delinquent.
It is a very sad story of how children do really start out having the best of intentions, but sometimes can see no other way to survive. His mother in the book put it well, "We all born with sense....Lord knows what happens to it along the way" (pg. 202). The lesson to walk away with from this book was summarized to me by the character Reverend Biggs. He said, "It's a hard life sometimes, Sister Hicks....and the biggest temptation is to let how hard it is be an excuse to weaken" (pg. 156). We can contemplate whether Jamal really had a choice for the path he was taking in his life or it it was what he had to do to survive. He was really enjoying his new job and was seeing the good in leading a straight life, but got very sucked into the gang.
I would use this book to discuss types of relationships and commitments with children. You could have children discuss each character and what their challenges are and if they overcome them. You could discuss loyalty, and in what cases in this story it was good (family) and in what cases it was bad (Tito being loyal to Jamal and going against what he believed to be right). You could have children point out the good things about Jamal that people (classmates and principal) overlooked (for example, his artistic talent, he liked to work hard, he wanted to help people).
Have the students write a prediction about what happens to the characters in the story. Does Jamal stay in the gang or does he escape that life? Does Randy win the appeal, or does he get killed in prison? What happens in Tito's life? Does Jamal let his circumstances be an excuse to let go of the good he has inside of himself in order to feel safe?
Friday, March 12, 2010
Stars Beneath Your Bed
Stars Beneath Your Bed. ISBN: 0-06-057189-6. April Pulley Sayre/ill. Ann Jonas. (2005) Outstanding Science Trade Book for Children and ALA booklist best books of 2001 (award winning author/illustrator of other books). Nonfiction. Ages 4+.
This book reveals the secret of the colors of the sunrise and sunset.......the sun's reflection off of the dust particles in the air. It talks about the many origins of dust, including space, dirt, living organisms, and water. The book explans how dust can last a long time and we may be living among dust from the dinosaurs.
The watercolor illustrations are done in vibrant colors and give us very visual/dramatic images of how dust particles get into the air. Every picture shows the horizon and sun, which is very important because we find out at the end of the book that dust is the reason we see so many beautiful colors in the sky during sunrise and sunset. I love that this book brings science and art together so fluently.
This book could be an introduction to many science topics, including natural cycles, the atmosphere, space/asteroids.
I used this book in my daycare and the children did their own watercolor pictures of the sunset. You could also have them do coffee filter art with watercolors to look like the sunset and put in on construction paper when finished.
The children could also write a story about the life of a dust particle. They could describe where it came from, where it has been, and what it has seen.
This book reveals the secret of the colors of the sunrise and sunset.......the sun's reflection off of the dust particles in the air. It talks about the many origins of dust, including space, dirt, living organisms, and water. The book explans how dust can last a long time and we may be living among dust from the dinosaurs.
The watercolor illustrations are done in vibrant colors and give us very visual/dramatic images of how dust particles get into the air. Every picture shows the horizon and sun, which is very important because we find out at the end of the book that dust is the reason we see so many beautiful colors in the sky during sunrise and sunset. I love that this book brings science and art together so fluently.
This book could be an introduction to many science topics, including natural cycles, the atmosphere, space/asteroids.
I used this book in my daycare and the children did their own watercolor pictures of the sunset. You could also have them do coffee filter art with watercolors to look like the sunset and put in on construction paper when finished.
The children could also write a story about the life of a dust particle. They could describe where it came from, where it has been, and what it has seen.
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