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.
Wednesday, March 10, 2010
Weather Words and What They Mean
Weather Words and What They Mean. ISBN: 0-8234-0805-1. Gail Gibbons. (1990). Washington Post/Children's Book Guild Award; National Science Teacher's Association/Children's book Council Award (these awards are for other books). Nonfiction Picture Book. Ages 4-8.
This book illustrates and defines the major terms used in the field of weather: temperature, moisture, air pressure, and wind. Gibbons uses pictures to describe these terms so they are understandable. These four areas of weather are then broken down into more detail. For example, moisture is broken down into dew, frost, rain, hail, and snow. The term describing the weather in the picture is very visible and set apart by being in a bubble, whereas the supporting information is in block text.
Gibbons uses the pages efficiently by breaking some of them into blocks to allow placement of more than one picture, so that similar descriptions can be compared side by side.
This book would be a great introduction to a science weather unit in the classroom. It is a book that would be better to use as discussion time instead of reading right through it because there is no story and all factual information. Use it as a tool to start the Know, Want to Know, and Learned chart. After reading this book, children could investigate and describe the current weather and start a weather chart in the classroom. They could write a story about their favorite type of weather or an experience they had in the weather that was scary, was fun, was exciting, was strange. It could open up discussion on how we measure weather and describe weather.
You could do a weather demonstration in conjunction with this book. For example, create a cloud with hot water and bowl/Saran wrap and ice.
This book illustrates and defines the major terms used in the field of weather: temperature, moisture, air pressure, and wind. Gibbons uses pictures to describe these terms so they are understandable. These four areas of weather are then broken down into more detail. For example, moisture is broken down into dew, frost, rain, hail, and snow. The term describing the weather in the picture is very visible and set apart by being in a bubble, whereas the supporting information is in block text.
Gibbons uses the pages efficiently by breaking some of them into blocks to allow placement of more than one picture, so that similar descriptions can be compared side by side.
This book would be a great introduction to a science weather unit in the classroom. It is a book that would be better to use as discussion time instead of reading right through it because there is no story and all factual information. Use it as a tool to start the Know, Want to Know, and Learned chart. After reading this book, children could investigate and describe the current weather and start a weather chart in the classroom. They could write a story about their favorite type of weather or an experience they had in the weather that was scary, was fun, was exciting, was strange. It could open up discussion on how we measure weather and describe weather.
You could do a weather demonstration in conjunction with this book. For example, create a cloud with hot water and bowl/Saran wrap and ice.
Wednesday, March 3, 2010
The Great Gilly Hopkins
The Great Gilly Hopkins. ISBN: 978-0-06-440201-9/0-06-440201-0. Katherine Paterson. (1978). Newbery Honor, ALA Notable Children's Book, Christopher Award, Jane Addams Book Award Honor Book. Fiction. Age 11+. Foster children;
preteen girls; initial prejudice against African Americans that turns into a positive relationship and awareness.
Gilly is an eleven year old girl. She is a foster child that makes life miserable for everyone around her and has been bumped from home to home. She was initially rejected by her birth mother, and then finally came to love one of her foster families. That family moved and could not take Gilly with them, so she again felt deserted. Kids would remind her that she only had a foster family, not a real family. Therefore, Gilly did not trust anyone and was on a mission to get to her real mom, believing that then she could be her own sweet self and not be "hard."
Gilly was then placed in the Trotter home, where she was truly cared for and loved, not matter what she did. She sent correspondence to her birth mother about how horrible the home was, hoping her mom would feel bad and come and get her. Her mother sent her grandmother instead, and just when Gilly finally opened up and started to care for the Trotters, her grandmother came and took her away to live with her and meet her mom.
Gilly met her mom, and realized that her mom really didn't want or care for Gilly at all and she was not the idealistic mother that Gilly had envisioned. Gilly wanted to go back to live with the Trotters, but was not allowed to turn back. From that point forward, she was sweet and treated people with respect, just to honor Maime Trotter, whom she loved and knew would always be a part of her life (maybe not physically, but in her heart). She learned that a family didn't have to be made up of blood relatives to love one another and be happy.
The theme of this book is to be careful about holding high expectations of people because you may be very disappointed. Be thankful for those people in your life who care about you, even though they may not look like or be who you wish they would be. Learn to see good in others and in your situation, because the "grass isn't always greener on the other side." The underlying themes of prejudice and religion should also be addressed and discussed. How does Gilly change?
I would have students get into small groups and discuss the relationships between the characters in the book, and how they changed over time. I would have them discuss how they felt about Gilly's character, and did their feelings change? If yes, what made your feelings about her change?
I would have the children write a prediction as to why W.E. acted the way he did. Why did Gilly initially want to befriend W.E.?
The kids could choose a scene and act it out, and add lib to make it silly.
preteen girls; initial prejudice against African Americans that turns into a positive relationship and awareness.
Gilly is an eleven year old girl. She is a foster child that makes life miserable for everyone around her and has been bumped from home to home. She was initially rejected by her birth mother, and then finally came to love one of her foster families. That family moved and could not take Gilly with them, so she again felt deserted. Kids would remind her that she only had a foster family, not a real family. Therefore, Gilly did not trust anyone and was on a mission to get to her real mom, believing that then she could be her own sweet self and not be "hard."
Gilly was then placed in the Trotter home, where she was truly cared for and loved, not matter what she did. She sent correspondence to her birth mother about how horrible the home was, hoping her mom would feel bad and come and get her. Her mother sent her grandmother instead, and just when Gilly finally opened up and started to care for the Trotters, her grandmother came and took her away to live with her and meet her mom.
Gilly met her mom, and realized that her mom really didn't want or care for Gilly at all and she was not the idealistic mother that Gilly had envisioned. Gilly wanted to go back to live with the Trotters, but was not allowed to turn back. From that point forward, she was sweet and treated people with respect, just to honor Maime Trotter, whom she loved and knew would always be a part of her life (maybe not physically, but in her heart). She learned that a family didn't have to be made up of blood relatives to love one another and be happy.
The theme of this book is to be careful about holding high expectations of people because you may be very disappointed. Be thankful for those people in your life who care about you, even though they may not look like or be who you wish they would be. Learn to see good in others and in your situation, because the "grass isn't always greener on the other side." The underlying themes of prejudice and religion should also be addressed and discussed. How does Gilly change?
I would have students get into small groups and discuss the relationships between the characters in the book, and how they changed over time. I would have them discuss how they felt about Gilly's character, and did their feelings change? If yes, what made your feelings about her change?
I would have the children write a prediction as to why W.E. acted the way he did. Why did Gilly initially want to befriend W.E.?
The kids could choose a scene and act it out, and add lib to make it silly.
Friday, February 26, 2010
Kira-Kira
Kira-Kira. ISBN: 0-689-85640-7. Cynthia Kadohata. (2004). Newbery Medal. Historical Fiction. Ages 9+. Japanese Americans, lower working class, unions.
This story is told by Katie, a Japanese American middle child living in rural areas in the 1950s. She is telling the story of her family from the time she is five until she is grows to be a young lady at about age ten. She idolizes her sister, who seemed to raise her because their parents had to work so much in an egg hatchery and cutting poultry. Her sister taught her everything she knows, including Kira-Kira, which is Japanese for "glitter." Lynn taught Katie to look at the world as though everything were amazing and "glitter."
Throughout the story, Lynn goes from being an overachiever to becoming very ill. There is a role reversal because Lynn used to care for Katie, and now Katie needs to grow up and care for Lynn. The story walks you through the exhaustion, anger, guilt, love, and grief that a family goes through when they are caring for an ill family member. In the end, Lynn passes away, but Katie is able to move on and experience the things her sister had wished that they could experience together, such as going to the ocean. Lynn made lists and always had a vision, and even though she did not directly teach that to Katie, Katie now has goals and visions because of Lynn. Katie helps pull the family, who seems to fall apart after Lynn's death, together again and give them hope.
This book helps us to see the growth of unions in the 1950s and how controversial they were. Katie's mom had to work without breaks, so she had to wear a pad in case she had to go to the bathroom. This gives us an idea of how oppressive the work environment was in the factories, at least in Georgia, at that time. The family worked very hard to save for a house (also one of Lynn's visions) and when Lynn becomes very sick, they decide to also borrow money so that she can enjoy the house with them before anything happens to her.
Even though it was after the Civil War, segregation was still in existence. Katie did make contact with a white family who was very helpful and became family friends. They were the only white family who attended Lynn's funeral.
In the classroom, you could use this book to talk about emotions and grieving. You could use it to talk about siblings and how they teach one another. Students could do an exercise and journal their visions, goals, and hopes for the future, like Lynn did. Then talk to students about applying strategies to reach their goals and achieve what they envision.
You could have the children answer the questions that Katie tries to answer throughout the book when she is talking about how surreal her life seems and she is looking at it as a story. She asks: "What is the theme? What does the story mean? Why did the characters act in a certain way?" Ask the children if they have ever experienced something that didn't seem real, and if so, what would be the "theme" of their experience and the outcome?
Creative dramatics: Have the kids act out what the pro-union meeting may be like. Have them talk about the working conditions and how the union may help improve those conditions. Katie's mom thinks that Mr. Lyndon is helping them, but is he helping them or using them? How? Assign students to be for and against the union movement.
This story is told by Katie, a Japanese American middle child living in rural areas in the 1950s. She is telling the story of her family from the time she is five until she is grows to be a young lady at about age ten. She idolizes her sister, who seemed to raise her because their parents had to work so much in an egg hatchery and cutting poultry. Her sister taught her everything she knows, including Kira-Kira, which is Japanese for "glitter." Lynn taught Katie to look at the world as though everything were amazing and "glitter."
Throughout the story, Lynn goes from being an overachiever to becoming very ill. There is a role reversal because Lynn used to care for Katie, and now Katie needs to grow up and care for Lynn. The story walks you through the exhaustion, anger, guilt, love, and grief that a family goes through when they are caring for an ill family member. In the end, Lynn passes away, but Katie is able to move on and experience the things her sister had wished that they could experience together, such as going to the ocean. Lynn made lists and always had a vision, and even though she did not directly teach that to Katie, Katie now has goals and visions because of Lynn. Katie helps pull the family, who seems to fall apart after Lynn's death, together again and give them hope.
This book helps us to see the growth of unions in the 1950s and how controversial they were. Katie's mom had to work without breaks, so she had to wear a pad in case she had to go to the bathroom. This gives us an idea of how oppressive the work environment was in the factories, at least in Georgia, at that time. The family worked very hard to save for a house (also one of Lynn's visions) and when Lynn becomes very sick, they decide to also borrow money so that she can enjoy the house with them before anything happens to her.
Even though it was after the Civil War, segregation was still in existence. Katie did make contact with a white family who was very helpful and became family friends. They were the only white family who attended Lynn's funeral.
In the classroom, you could use this book to talk about emotions and grieving. You could use it to talk about siblings and how they teach one another. Students could do an exercise and journal their visions, goals, and hopes for the future, like Lynn did. Then talk to students about applying strategies to reach their goals and achieve what they envision.
You could have the children answer the questions that Katie tries to answer throughout the book when she is talking about how surreal her life seems and she is looking at it as a story. She asks: "What is the theme? What does the story mean? Why did the characters act in a certain way?" Ask the children if they have ever experienced something that didn't seem real, and if so, what would be the "theme" of their experience and the outcome?
Creative dramatics: Have the kids act out what the pro-union meeting may be like. Have them talk about the working conditions and how the union may help improve those conditions. Katie's mom thinks that Mr. Lyndon is helping them, but is he helping them or using them? How? Assign students to be for and against the union movement.
Thursday, February 25, 2010
Bud, Not Buddy
Bud, Not Buddy. ISBN: 0-440-41328-1. Christopher Paul Curtis. (1999). Newbery Medal Winner, Coretta Scott King Award, ALA notable Children's Book and more. Historical Fiction. Ages 9-12. African American, single mothers, orphans/homeless.
This book is about a ten year old little boy named Bud who lived in Flint, Michigan during the Great Depression. His mama died when he was six years old and he had lived in an orphanage and foster care ever since. All he owned was a suitcase with some things his mother had left him that he thought were clues to who his father may be and where he may find him. Bud escaped from a foster home, where he was being abused, and set out on a mission to go to Grand Rapids, Michigan to find the musician that he believed to be his father.
Bud comes in contact with some wonderful people who help him along his journey. He finally finds the man that he thinks is his father, Herman E. Calloway, who is a very successful man, but has a very cold soul. The band members take Bud into their home with grace (ironically that is the singers name..."Grace"). When he is with the group, he feels more at home than he has since his mother died. One night when following Herman Calloway out of a gig, he sees that Herman has a collection of rocks just like the ones in his suitcase. When all of the pieces are put together, he finds out that Herman Calloway is not his father, but his grandfather. He has made it home.
Classroom activities could include research on current groups who help feed and clothe the homeless, as well as statistics of homeless families. This would be a wonderful book to open up discussion of different types of music popular during different time periods and discuss why that particular type of music may have been popular.
You could talk to children about their own family history. Encourage them (by reading the "afterward" chapter) to talk to their family members to see if there is anything significant in their past. If this is not feasible, have the child write a possible make believe story about their family history.
Bud was very determined and had hope because of what his mom told him, that "when one door closes, another one opens." Students could list some situations in the book where a door was closed and another opened in the story, and then give some personal examples of this happening in their own lives. Remind them that there is always hope if you stay positive.
This book is about a ten year old little boy named Bud who lived in Flint, Michigan during the Great Depression. His mama died when he was six years old and he had lived in an orphanage and foster care ever since. All he owned was a suitcase with some things his mother had left him that he thought were clues to who his father may be and where he may find him. Bud escaped from a foster home, where he was being abused, and set out on a mission to go to Grand Rapids, Michigan to find the musician that he believed to be his father.
Bud comes in contact with some wonderful people who help him along his journey. He finally finds the man that he thinks is his father, Herman E. Calloway, who is a very successful man, but has a very cold soul. The band members take Bud into their home with grace (ironically that is the singers name..."Grace"). When he is with the group, he feels more at home than he has since his mother died. One night when following Herman Calloway out of a gig, he sees that Herman has a collection of rocks just like the ones in his suitcase. When all of the pieces are put together, he finds out that Herman Calloway is not his father, but his grandfather. He has made it home.
Classroom activities could include research on current groups who help feed and clothe the homeless, as well as statistics of homeless families. This would be a wonderful book to open up discussion of different types of music popular during different time periods and discuss why that particular type of music may have been popular.
You could talk to children about their own family history. Encourage them (by reading the "afterward" chapter) to talk to their family members to see if there is anything significant in their past. If this is not feasible, have the child write a possible make believe story about their family history.
Bud was very determined and had hope because of what his mom told him, that "when one door closes, another one opens." Students could list some situations in the book where a door was closed and another opened in the story, and then give some personal examples of this happening in their own lives. Remind them that there is always hope if you stay positive.
Tuesday, February 23, 2010
Number the Stars
Number the Stars. ISBN: 978-0-440-22753-3. Lois Lowry. 1989. Newbery Medal, National Jewish Book Award, Sidney Taylor Award. Historical Fiction. Ages 8-12. Ten year old girl, Danish and Jewish people.
This book is about a ten year old little girl named Annemarie who lived in Denmark during the Holocaust (early 1940s). It is a story about her and her family helping their Jewish friends escape from the German soldiers. We know from the beginning that her older sister had died because she got hit by a car just before her wedding, and that her fiance kept a unique relationship with the family. We later find out that she died because she was a member of a Nazi resistance group and was run down by a German soldier's vehicle in a chase. At the end, Annemarie is very brave and takes on the responsibility of bringing her uncle, along with her escapee best friend and family, and important package to ensure their escape, risking her life in the process.
The stars are very symbolic in this book. The are a symbol of the Jewish people. Peter reads a Psalm from the bible that refers to the l0rd as numbering the stars one by one, and Annemarie has a hard time comprehending that, but later when her good friend/sister's fiance is killed by German soldiers, she learned that his grave was marked with a number like all of the others that the soldiers killed, maybe symbolizing that he was of the lord, as the lord numbered the stars.
This would be a fabulous book for kids to read and discuss while learning about Germany in Social Studies. As a child I had a hard time learning history because it did not seem relative to me, but this book makes history become reality. I think historical fiction would be a very effective way to get children interested in learning more facts about history. You could have the children write about the actual historical events that took place in this story/make a timeline.
Annemarie uses storytelling to assure herself that she doesn't have to be afraid and she can have courage. She uses "Little Red Riding Hood" to talk herself through the dangerous run through the woods. You could have the children think of a time they were afraid and then think of a movie or story character that they could relate to that was brave and write how this character's actions could encourage them to be brave and move forward with what they have to do.
This is a story about hope. We are able to walk through the bad times with these characters, and see all that they have been deprived of, but in the end, the war ends and things start to return to the way they had been.....free. I think this would be a good way to help children in these bad economic times write a journal about how they or their families/friends may be suffering due to a job loss, or reduced work hours, and journal about how they are coping and what they are looking forward to when things eventually get better. You could also discuss the characteristics of pride, bravery and friendship that we can see in this book.
This book is about a ten year old little girl named Annemarie who lived in Denmark during the Holocaust (early 1940s). It is a story about her and her family helping their Jewish friends escape from the German soldiers. We know from the beginning that her older sister had died because she got hit by a car just before her wedding, and that her fiance kept a unique relationship with the family. We later find out that she died because she was a member of a Nazi resistance group and was run down by a German soldier's vehicle in a chase. At the end, Annemarie is very brave and takes on the responsibility of bringing her uncle, along with her escapee best friend and family, and important package to ensure their escape, risking her life in the process.
The stars are very symbolic in this book. The are a symbol of the Jewish people. Peter reads a Psalm from the bible that refers to the l0rd as numbering the stars one by one, and Annemarie has a hard time comprehending that, but later when her good friend/sister's fiance is killed by German soldiers, she learned that his grave was marked with a number like all of the others that the soldiers killed, maybe symbolizing that he was of the lord, as the lord numbered the stars.
This would be a fabulous book for kids to read and discuss while learning about Germany in Social Studies. As a child I had a hard time learning history because it did not seem relative to me, but this book makes history become reality. I think historical fiction would be a very effective way to get children interested in learning more facts about history. You could have the children write about the actual historical events that took place in this story/make a timeline.
Annemarie uses storytelling to assure herself that she doesn't have to be afraid and she can have courage. She uses "Little Red Riding Hood" to talk herself through the dangerous run through the woods. You could have the children think of a time they were afraid and then think of a movie or story character that they could relate to that was brave and write how this character's actions could encourage them to be brave and move forward with what they have to do.
This is a story about hope. We are able to walk through the bad times with these characters, and see all that they have been deprived of, but in the end, the war ends and things start to return to the way they had been.....free. I think this would be a good way to help children in these bad economic times write a journal about how they or their families/friends may be suffering due to a job loss, or reduced work hours, and journal about how they are coping and what they are looking forward to when things eventually get better. You could also discuss the characteristics of pride, bravery and friendship that we can see in this book.
Sunday, February 21, 2010
A Chair for My Mother
A Chair for My Mother. ISBN:0-688-04074-8. Vera B. Williams. (1982) Caldecott Honor Book; ALA notable Book; Reading Rainbow Feature Selection; Boston Globe/Horn Book Award for Illustration. Realistic Fiction. Recommended ages 4-8. Latino, single mother, multigenerational home, low middle/working class.
This book is a story told by a little girl, Rosa, who lives in an apartment with her mom and grandmother under her aunt and uncle's house. There was a fire in their home and everything they owned had been burned. Friends, family, and neighbors helped them out by bringing food, household items and toys. Her mom was a waitress. The family had a big jar that they used to save the coins that her mom earned as tips to save for a new chair. The chair was for her mom to rest in when she was done with work. Rosa and her grandmother would also use the chair, but her mom really needed it. Rosa made a little money helping at the diner and Grandma put money she saved at the grocery store in the jar. Together they were able to save enough money for the chair.
The pictures are water color and all of the pages have borders. The colors are very vibrant and uplifting. Rosa tells the story, but the pictures reveal how the characters feel. From the pictures we are able to see how exhausted her mom is when she gets home from work. We are able to see the urgency and drama taking place during the fire; the page showing their home in ashes is dull and gray and makes you feel very sad and empty, but following that page, there are bright colors as well as friends and neighbors lined up to help Rosa and her family. This transition gives the reader a feeling of hope. The people helping are of all different nationalities; seeing this in the pictures gives me a peaceful feeling.
This book would be wonderful to use in a family unit. You could have the children list the ways people in the book helped each other out. You could also have the children make a list of needs that they see around them in their own families and challenge them to help fulfill those needs. You can talk about family loyalty, sharing and happiness.
This would also be a great book to use in connecting literature with math. You could tie this book in with a math unit on counting and saving money. You could discuss needs and wants. Children could make a list of things in their home or bedroom and sort them in columns of needs versus wants. Discuss if their needs and wants differ from others in the class. What about in other countries? They could also learn to estimate. During a penny drive at school, you could have the children estimate how much money is in a large jar and then ask them to estimate how big the jar would have to be to save enough for a chair if you use pennies, nickels, dimes and/or quarters, and compare.
This book is a story told by a little girl, Rosa, who lives in an apartment with her mom and grandmother under her aunt and uncle's house. There was a fire in their home and everything they owned had been burned. Friends, family, and neighbors helped them out by bringing food, household items and toys. Her mom was a waitress. The family had a big jar that they used to save the coins that her mom earned as tips to save for a new chair. The chair was for her mom to rest in when she was done with work. Rosa and her grandmother would also use the chair, but her mom really needed it. Rosa made a little money helping at the diner and Grandma put money she saved at the grocery store in the jar. Together they were able to save enough money for the chair.
The pictures are water color and all of the pages have borders. The colors are very vibrant and uplifting. Rosa tells the story, but the pictures reveal how the characters feel. From the pictures we are able to see how exhausted her mom is when she gets home from work. We are able to see the urgency and drama taking place during the fire; the page showing their home in ashes is dull and gray and makes you feel very sad and empty, but following that page, there are bright colors as well as friends and neighbors lined up to help Rosa and her family. This transition gives the reader a feeling of hope. The people helping are of all different nationalities; seeing this in the pictures gives me a peaceful feeling.
This book would be wonderful to use in a family unit. You could have the children list the ways people in the book helped each other out. You could also have the children make a list of needs that they see around them in their own families and challenge them to help fulfill those needs. You can talk about family loyalty, sharing and happiness.
This would also be a great book to use in connecting literature with math. You could tie this book in with a math unit on counting and saving money. You could discuss needs and wants. Children could make a list of things in their home or bedroom and sort them in columns of needs versus wants. Discuss if their needs and wants differ from others in the class. What about in other countries? They could also learn to estimate. During a penny drive at school, you could have the children estimate how much money is in a large jar and then ask them to estimate how big the jar would have to be to save enough for a chair if you use pennies, nickels, dimes and/or quarters, and compare.
Wednesday, February 10, 2010
The City of Ember
The City of Ember. ISBN: 978-0-375-82274-2. Jeanne DuPrau. (2003). ALA Notable Children's Books. Fantasy/Sci-Fi. Age 9+. Young adult.
This book is exciting and full of mystery until the very end. The story is initially set in a city that relies on lights that are lit from 6 a.m. until 9 p.m. There is absolutely no light (flashlights, fire, lanterns) that can be used or carried around after that time. The city was build about 250 years ago and had all of the supplies the people needed, until recently. The citizens were getting worried. The lights had been starting to flicker and go dim unpredictably and everyone was stressed about what was going to happen to them.
When the children of the city turn 12 years old, they are assigned jobs in the community. Doon (12 yr. boy) was assigned as a messenger (as their were no phones in this city) and Lina (12 yr. girl) was assigned to work as a pipeline laborer. Neither were happy with their assignments and they switched. Doon was determined to find a way to fix the generator powering the city, or find some other clue to survival in the pipelines. Lina came across an important document that her grandmother was trying to find (unable to remember why), that had been written when the city was built, and was supposed to have been found about fifty years ago in order for the people of Ember to return to the world above ground. When Lina found it, she knew it was important, but her little sister had chewed and torn a lot of it up. Lina pieced it together and her and Doon were able to decipher some of it as they searched for clues. They thought they were helping the city, but a corrupt mayor and his guards kept them from initially saving the entire city. They followed their clues (with Lina's baby sister) and were able to escape through the pipeline, down the river, and up to the real world.
When they got there, they were amazed. They found a letter that had been written by one of the initial dwellers in the City of Ember, and it told how the people that lived there were not supposed to know of the real world until the time they find the letter (that was in a time capsule for the mayor, but was misplaced....the letter that Lina found in her grandmother's closet). They found out that people thought something was going to happen on land and the only way humans could survive is if they were underground. The people of Ember were not supposed to know of anything other than the City of Ember so they would not know what they are missing.
After they escaped, Doon and Lina were able to see Ember from a cliff. They dropped a message down into the city to tell others how to escape. They saved the entire city and found another group of people on land to help them get food and figure out where to go from this point.
Some classroom activities that would be fun to do with this book would be: have the children do a story map; talk about and create a time capsule for the students that will be in class next yr; students could use problem solving skills and practice deciphering messages; students could read about this book while studying engineering topics in science class and talk about the hydroelectric power that ran the city and also talk about building structures (connect it with STEM).
This book is exciting and full of mystery until the very end. The story is initially set in a city that relies on lights that are lit from 6 a.m. until 9 p.m. There is absolutely no light (flashlights, fire, lanterns) that can be used or carried around after that time. The city was build about 250 years ago and had all of the supplies the people needed, until recently. The citizens were getting worried. The lights had been starting to flicker and go dim unpredictably and everyone was stressed about what was going to happen to them.
When the children of the city turn 12 years old, they are assigned jobs in the community. Doon (12 yr. boy) was assigned as a messenger (as their were no phones in this city) and Lina (12 yr. girl) was assigned to work as a pipeline laborer. Neither were happy with their assignments and they switched. Doon was determined to find a way to fix the generator powering the city, or find some other clue to survival in the pipelines. Lina came across an important document that her grandmother was trying to find (unable to remember why), that had been written when the city was built, and was supposed to have been found about fifty years ago in order for the people of Ember to return to the world above ground. When Lina found it, she knew it was important, but her little sister had chewed and torn a lot of it up. Lina pieced it together and her and Doon were able to decipher some of it as they searched for clues. They thought they were helping the city, but a corrupt mayor and his guards kept them from initially saving the entire city. They followed their clues (with Lina's baby sister) and were able to escape through the pipeline, down the river, and up to the real world.
When they got there, they were amazed. They found a letter that had been written by one of the initial dwellers in the City of Ember, and it told how the people that lived there were not supposed to know of the real world until the time they find the letter (that was in a time capsule for the mayor, but was misplaced....the letter that Lina found in her grandmother's closet). They found out that people thought something was going to happen on land and the only way humans could survive is if they were underground. The people of Ember were not supposed to know of anything other than the City of Ember so they would not know what they are missing.
After they escaped, Doon and Lina were able to see Ember from a cliff. They dropped a message down into the city to tell others how to escape. They saved the entire city and found another group of people on land to help them get food and figure out where to go from this point.
Some classroom activities that would be fun to do with this book would be: have the children do a story map; talk about and create a time capsule for the students that will be in class next yr; students could use problem solving skills and practice deciphering messages; students could read about this book while studying engineering topics in science class and talk about the hydroelectric power that ran the city and also talk about building structures (connect it with STEM).
The Giver
The Giver. ISBN:0-440-23768-8. Lois Lowry. (1993). Newbery Medal. Fantasy. Age 11+ (mild violence and mild sexual references). Teen boy.
This book is about a young boy named Jonas and his experiences from age 11 through age twelve in a futuristic community. This community is based on "sameness" where everything is controlled, and safe, and people do not have to make decisions for themselves. Emotions (called "stirrings") are repressed with pills taken daily once a child turns twelve. When children turn twelve, they go to a ceremony where they are assigned their jobs for the rest of their lives until they become old and are "released" (which Jonas later finds out to be euthanized) from society. Jonas was assigned as the "Receiver" at the ceremony, one of the highest honors. He had special powers and could see beyond what other members of the community could see. He was trained by the "Giver" and was given special privileges. The Giver was to pass on memories he held inside of himself of the truths of how society used to be....with pain, suffering, injustice, violence, poverty, hunger, war, but also color and love. When Jonas begins to realize how shallow and un-free his community has become, he cannot bare living in such circumstances. The Giver helps him "stage" an escape from the community, and he takes with him a baby that is destined to be euthanized because he does not perfectly fit into the society. He chooses to leave a safe, clean, peaceful environment, free of choice, to enter an "elsewhere" environment of the unknown where he can see things for what they are and experience love, joy, fear, pain and loss, and above all, a real family.
This book is a wonderful channel to open up discussions in middle/high school classes on trade offs of freedom. What are you willing to sacrifice for freedom and love? What are some of the difficult choices we would have to make to live in a world of perfect harmony? Would it be as good as it is tempting?
In the classroom, you could use illusions to show how the eye can be fooled and how Jonas and his society may have been tricked into not being able to see color.
In the classroom, you could also use this book to discuss different cultures and groups (like the Amish) and talk about their lifestyles, what are the pros and cons of living in these closed societies? You could break students into groups and have them create their own society, a map, and rules, and what people would have to give up in order for the community to function in the way they intend it to function.
This book is about a young boy named Jonas and his experiences from age 11 through age twelve in a futuristic community. This community is based on "sameness" where everything is controlled, and safe, and people do not have to make decisions for themselves. Emotions (called "stirrings") are repressed with pills taken daily once a child turns twelve. When children turn twelve, they go to a ceremony where they are assigned their jobs for the rest of their lives until they become old and are "released" (which Jonas later finds out to be euthanized) from society. Jonas was assigned as the "Receiver" at the ceremony, one of the highest honors. He had special powers and could see beyond what other members of the community could see. He was trained by the "Giver" and was given special privileges. The Giver was to pass on memories he held inside of himself of the truths of how society used to be....with pain, suffering, injustice, violence, poverty, hunger, war, but also color and love. When Jonas begins to realize how shallow and un-free his community has become, he cannot bare living in such circumstances. The Giver helps him "stage" an escape from the community, and he takes with him a baby that is destined to be euthanized because he does not perfectly fit into the society. He chooses to leave a safe, clean, peaceful environment, free of choice, to enter an "elsewhere" environment of the unknown where he can see things for what they are and experience love, joy, fear, pain and loss, and above all, a real family.
This book is a wonderful channel to open up discussions in middle/high school classes on trade offs of freedom. What are you willing to sacrifice for freedom and love? What are some of the difficult choices we would have to make to live in a world of perfect harmony? Would it be as good as it is tempting?
In the classroom, you could use illusions to show how the eye can be fooled and how Jonas and his society may have been tricked into not being able to see color.
In the classroom, you could also use this book to discuss different cultures and groups (like the Amish) and talk about their lifestyles, what are the pros and cons of living in these closed societies? You could break students into groups and have them create their own society, a map, and rules, and what people would have to give up in order for the community to function in the way they intend it to function.
Charlotte's Web
Charlotte's Web. ISBN:0-590-30271. E.B. White. (1952). Newbery Honor, Lewis Caroll Shelf Award, ALA notable Children's book, and Massachusetts's Children's book award. Fantasy. Ages 9-12 (however it could be read to 5+ if they are ready for life/death stories). Rural Caucasian.
In this story of friendship, Fern is a little girl who lives on a farm. She pleads with her dad to save the runt pig that had been born, and she succeeds at saving him, as long as she cares for him. She agreed and she named him Wilbur. She kept him until he grew and she had to keep him at her uncle's barn. Fern and Wilbur loved each other very much. However, while Fern was away at school, Wilbur was very lonely. He became friends with a spider (whom the other animals avoided just because she was a spider) named Charlotte. As their friendship grew, they learned that the family, despite their agreement with Fern, was going to kill Wilbur and have him for dinner. Charlotte was determined not to loose her very close friend and so she did all that she knew how to do to save him. She spun a web, and on the webs she spun words and phrases such as "some pig" and "radiant." People came from all over to see the messages Charlotte wrote about Wilbur, and he was saved. (This pokes fun at adults and their advertising frenzies) In the end, though, Wilbur could not save Charlotte, but he was able to survive and help her children have a happy life full of many friends. This book focuses on friendship and the cycle of life.
The pictures in this book are sketches that show the drama and action taking place. They are colorless and leave it up to the reader to fill the color in with their imagination.
In the classroom, it would be fun to have children chart the main characters and what their quest in the book was, as well as whether or not they succeeded/what the outcome was of the quest. (Fern, Wilbur, and Charlotte).
It would also be fun to do some creative dramatics with this story.
You could supplement this story with factual information about farms and animals as well as spiders. It could be used in conjunction with life cycles and the food chain in science class.
You could also then go on to discuss relationships, and how we many look at someone and have bad feelings about them, but if we give them a chance and get to know them, they may be the most wonderful person we could ever know (as comparing to Charlotte). Children could write about an experience they have had with someone they were afraid of or did not like and explain how they eventually grew to enjoy that person (without using names, just circumstances).
In this story of friendship, Fern is a little girl who lives on a farm. She pleads with her dad to save the runt pig that had been born, and she succeeds at saving him, as long as she cares for him. She agreed and she named him Wilbur. She kept him until he grew and she had to keep him at her uncle's barn. Fern and Wilbur loved each other very much. However, while Fern was away at school, Wilbur was very lonely. He became friends with a spider (whom the other animals avoided just because she was a spider) named Charlotte. As their friendship grew, they learned that the family, despite their agreement with Fern, was going to kill Wilbur and have him for dinner. Charlotte was determined not to loose her very close friend and so she did all that she knew how to do to save him. She spun a web, and on the webs she spun words and phrases such as "some pig" and "radiant." People came from all over to see the messages Charlotte wrote about Wilbur, and he was saved. (This pokes fun at adults and their advertising frenzies) In the end, though, Wilbur could not save Charlotte, but he was able to survive and help her children have a happy life full of many friends. This book focuses on friendship and the cycle of life.
The pictures in this book are sketches that show the drama and action taking place. They are colorless and leave it up to the reader to fill the color in with their imagination.
In the classroom, it would be fun to have children chart the main characters and what their quest in the book was, as well as whether or not they succeeded/what the outcome was of the quest. (Fern, Wilbur, and Charlotte).
It would also be fun to do some creative dramatics with this story.
You could supplement this story with factual information about farms and animals as well as spiders. It could be used in conjunction with life cycles and the food chain in science class.
You could also then go on to discuss relationships, and how we many look at someone and have bad feelings about them, but if we give them a chance and get to know them, they may be the most wonderful person we could ever know (as comparing to Charlotte). Children could write about an experience they have had with someone they were afraid of or did not like and explain how they eventually grew to enjoy that person (without using names, just circumstances).
The Snowy Day
The Snowy Day. ISBN:0-670-86733-0. Ezra Jack Keats. (1962). Winner of Caldecott Medal. Fiction. Ages 2+. Young African American middle class boys.
This book is about a little boy named Peter, who woke up to something new in his neighborhood.....snow! Peter reminds us all of the happiness and delight that children get from the very simple pleasures in life. We do not have to search too far past our own backyard for amazing new wonders. In the pictures in the book, we never see any of the other characters' faces, because the illustrator is trying to focus on Peter's experience and expressions and not draw attention away from him. We do see a smiley face on the snow man, which helps us understand that Peter's experience and the snow are what is really the main idea of this book. On the pages that picture Peter's neighborhood, the buildings do no have details drawn on them, I assume as to not draw attention away from the snow (focal point). The pictures themselves are very simplistic, as to represent the beauty in simplicity being showcased in this book.
In my classroom, I would use this book in literature while we are learning about seasons. In writer's workshop I would have the children draw a picture and write in their journal about fun experiences they have had in the winter time. I would ask them if they like to experience that alone or with friends and family. This book could be used as a tool to get their minds thinking about what to write about.
We could also use this as an introduction to the science of matter (solid, liquid, gas), and discuss what happened to Peter's snowball when he put it in his pocket and why.
This book is about a little boy named Peter, who woke up to something new in his neighborhood.....snow! Peter reminds us all of the happiness and delight that children get from the very simple pleasures in life. We do not have to search too far past our own backyard for amazing new wonders. In the pictures in the book, we never see any of the other characters' faces, because the illustrator is trying to focus on Peter's experience and expressions and not draw attention away from him. We do see a smiley face on the snow man, which helps us understand that Peter's experience and the snow are what is really the main idea of this book. On the pages that picture Peter's neighborhood, the buildings do no have details drawn on them, I assume as to not draw attention away from the snow (focal point). The pictures themselves are very simplistic, as to represent the beauty in simplicity being showcased in this book.
In my classroom, I would use this book in literature while we are learning about seasons. In writer's workshop I would have the children draw a picture and write in their journal about fun experiences they have had in the winter time. I would ask them if they like to experience that alone or with friends and family. This book could be used as a tool to get their minds thinking about what to write about.
We could also use this as an introduction to the science of matter (solid, liquid, gas), and discuss what happened to Peter's snowball when he put it in his pocket and why.
Saturday, January 16, 2010
The Glorious Flight
The Glorious Flight Across the Channel with Louis Bleriot July 25, 1909. ISBN: 0-14-050729-9. Alice and Martin Provensen. 1983. Caldecott Medal. Historical Fiction. Age PreK-grade 2 +. Caucasian Europeans.
This is a historical story about Louis Bleriot, a great engineer, who invented the automobile searchlight and became a great pioneer of aviation. This book tells the story, with bits of humor and great persistence, of how he set his mind to building an aircraft that he eventually flies over the English Channel. The artwork shows the details of his aircraft. It also shows humorous pictures of when he "hit" obstacles. However, he never gave up and was never defeated.
I would use this in either discussing geography of Europe. I would also use it as a life skill tool. I would have the kids write down their goal. Then I would have them write all of the obstacles that they may find while trying to reach that goal. Then we would brainstorm possible solutions to overcome those obstacles. I would have children chart their progress in journals, and share how much they have accomplished in a specified amount of time.
This is a historical story about Louis Bleriot, a great engineer, who invented the automobile searchlight and became a great pioneer of aviation. This book tells the story, with bits of humor and great persistence, of how he set his mind to building an aircraft that he eventually flies over the English Channel. The artwork shows the details of his aircraft. It also shows humorous pictures of when he "hit" obstacles. However, he never gave up and was never defeated.
I would use this in either discussing geography of Europe. I would also use it as a life skill tool. I would have the kids write down their goal. Then I would have them write all of the obstacles that they may find while trying to reach that goal. Then we would brainstorm possible solutions to overcome those obstacles. I would have children chart their progress in journals, and share how much they have accomplished in a specified amount of time.
Black and White
Black and White. ISBN:0-618-63687-0. David Macaulay. 1990. Caldecott Medal. Fiction. Age 5 +. Young boy.
This book challenges the reader to make sense of chaos in time, events, and pictures. It definitely makes you use all parts of your reasoning. The beginning of the book seems to be telling four different stories, and throughout the book, the stories intertwine, and in the end almost seem to be one story happening concurrently. In the art, you can observe the change in time while events are taking place. The art also has different pictures intertwined in one. This book is full of curiosity and humor.
In the classroom, you could have small groups develop time lines as to how they think the events took place, and then compare them with other groups and discuss. Have the kids make a list of the actions that take place that affect other people, or activities that are similar to each other. It is like a riddle book, I would let the children explore and write reflections on the book, and have them write what they thought was humorous about it.
This book challenges the reader to make sense of chaos in time, events, and pictures. It definitely makes you use all parts of your reasoning. The beginning of the book seems to be telling four different stories, and throughout the book, the stories intertwine, and in the end almost seem to be one story happening concurrently. In the art, you can observe the change in time while events are taking place. The art also has different pictures intertwined in one. This book is full of curiosity and humor.
In the classroom, you could have small groups develop time lines as to how they think the events took place, and then compare them with other groups and discuss. Have the kids make a list of the actions that take place that affect other people, or activities that are similar to each other. It is like a riddle book, I would let the children explore and write reflections on the book, and have them write what they thought was humorous about it.
Friday, January 15, 2010
Tales from Grimm
Tales from Grimm. ISBN: 0-8166-4936-7. Wanda Gag. 1936. Newbery Honor and Lewis Carroll Shelf Award for Millions of Cats. Folktale. Ages 9-12. German background.
This book is a compilation of translated folklore that Wanda Gag put together in the 1930s. It includes variations of well known fairy tales such as Hansel and Gretel, Cinderella, The Musicians of Bremen, Rapunzel, and The Frog Prince. Wanda includes humor in her telling of the tales, but they are also very "grim," for example, in Cinderella the step sisters cut off parts of their feet so that their feet will fit into the magic slipper. Her story also varies from the tales that I am familiar with in that there is no fairy godmother, just a magic tree that she had grown from her father (a humble gift), there is no pumpkin stagecoach and also no mice. Even though Cinderella does have a happy ending, some of the tales end in a grim way. For example, in Cat and Mouse Keep House, it ends with the cat eating the mouse. The book is a bit whimsical because you cannot predict the end of the stories. Some of the stories you would expect to end in a bad way, actually have a happy and peaceful ending (for example, The Three Brothers). Other stories such as Lazy Heinz and Lean Liesl and Lanky Lenz almost seem pointless, and sort of run together.
If I were working in a Christian school, (as I would not want to cross the line of mixing school and religion), I would share the story of the Fisherman and his Wife with the children, and remind them to be careful what they wish for. In this case, the wife probably forgot that God is a humble being in most cultures, therefore she was again put back into an humble position in life when she wished to be like god. You could plan a life lesson on greed and have the kids write some of the cons of things that typical kids may wish for if given the opportunity. For example, have a worksheet with some wishes that seem very good, but have the children fill in and share the draw backs. (For example a pro hockey player seems like a good thing to be, but you have to travel all of the time and do not get to spend time with your family).
I would personally be hesitant to bring this into the classroom because it would open up a lot of discussion in regards to phrases and words used. The word "gay" is used quite frequently, and when I was reading this with my 10 year old, he chuckled every time. However, it did open up discussion on this topic and I was able to teach him all of the meanings of the word. Before we read this story, it was just a word he had heard on the playground. Also, in Snow White and Rose Red one of the gnomes calls out, "boobies." In the Frog Prince, the Princess and the frog are supposed to be playmates, and the word "playmates" with male and female also brought on some giggles for what it could imply to kids in this age group. I would definitely be cautious as to the maturity level of the children before introducing this book. A mature group would discuss these phrases, but in certain classrooms, it may just be asking for disruption.
I would use this book to test comprehension. I would do an exercise and have the kids compare the fairy tales in this book to the fairy tales that they had been told, or to movies that they have seen. I would also have them think about the lesson that they were supposed to have learned from reading each story, and I would have them discuss it in class in small groups. Depending on backgrounds, different children may pick out different lessons learned, and it would be interesting to hear their take. It would help them to think more about what they are reading.
This book is a compilation of translated folklore that Wanda Gag put together in the 1930s. It includes variations of well known fairy tales such as Hansel and Gretel, Cinderella, The Musicians of Bremen, Rapunzel, and The Frog Prince. Wanda includes humor in her telling of the tales, but they are also very "grim," for example, in Cinderella the step sisters cut off parts of their feet so that their feet will fit into the magic slipper. Her story also varies from the tales that I am familiar with in that there is no fairy godmother, just a magic tree that she had grown from her father (a humble gift), there is no pumpkin stagecoach and also no mice. Even though Cinderella does have a happy ending, some of the tales end in a grim way. For example, in Cat and Mouse Keep House, it ends with the cat eating the mouse. The book is a bit whimsical because you cannot predict the end of the stories. Some of the stories you would expect to end in a bad way, actually have a happy and peaceful ending (for example, The Three Brothers). Other stories such as Lazy Heinz and Lean Liesl and Lanky Lenz almost seem pointless, and sort of run together.
If I were working in a Christian school, (as I would not want to cross the line of mixing school and religion), I would share the story of the Fisherman and his Wife with the children, and remind them to be careful what they wish for. In this case, the wife probably forgot that God is a humble being in most cultures, therefore she was again put back into an humble position in life when she wished to be like god. You could plan a life lesson on greed and have the kids write some of the cons of things that typical kids may wish for if given the opportunity. For example, have a worksheet with some wishes that seem very good, but have the children fill in and share the draw backs. (For example a pro hockey player seems like a good thing to be, but you have to travel all of the time and do not get to spend time with your family).
I would personally be hesitant to bring this into the classroom because it would open up a lot of discussion in regards to phrases and words used. The word "gay" is used quite frequently, and when I was reading this with my 10 year old, he chuckled every time. However, it did open up discussion on this topic and I was able to teach him all of the meanings of the word. Before we read this story, it was just a word he had heard on the playground. Also, in Snow White and Rose Red one of the gnomes calls out, "boobies." In the Frog Prince, the Princess and the frog are supposed to be playmates, and the word "playmates" with male and female also brought on some giggles for what it could imply to kids in this age group. I would definitely be cautious as to the maturity level of the children before introducing this book. A mature group would discuss these phrases, but in certain classrooms, it may just be asking for disruption.
I would use this book to test comprehension. I would do an exercise and have the kids compare the fairy tales in this book to the fairy tales that they had been told, or to movies that they have seen. I would also have them think about the lesson that they were supposed to have learned from reading each story, and I would have them discuss it in class in small groups. Depending on backgrounds, different children may pick out different lessons learned, and it would be interesting to hear their take. It would help them to think more about what they are reading.
Raven
Raven A Trickster Tale from the Pacific Northwest. ISBN: 0-15-202449-2. Gerald McDermott. 1993. Caldecott Honor. Folktale. Age 4-8. Native Americans.
Raven is a character present in Native American tales. He is a clever and witty shape shifter who uses his smarts, not his size, to overcome obstacles and help others. In this book, Raven notices that the world is dark and cold and he feels bad for the people. He searches for light and finds some near where the Sky Chief lives. He turned himself into a pine needle and landed in the water that the Sky Chief's daughter was drinking. She drank it and became pregnant and had a baby, Raven-child. The Sky Chief would let Raven-child do anything to make him happy, so when Raven-child found the box that contained the light (a series of boxes inside of one another), which was the sun, the Sky Chief said he could have it. Raven played with the ball and then changed back into a bird and flew away and placed the sun in the sky, so everyone could enjoy it's light. The people are thankful and appreciative so they feed Raven for giving them light.
In the classroom, you could use this book to discuss implied character traits (brave, cunning, witty) and teach the children about helping the community. Raven was very small, but he seen a need in the community that needed to be met and with his cleverness, he was able to overcome obstacles larger than him and someone more important than him to help the world. Talk about how children can do small/smart things to change the community they live in and the world around them.
This could be a story read at the beginning of the school year, and used to talk about sharing. Three boxes could be made and decorated with similar Native American artwork, and nestled together. Children could be assigned days to bring an item in that would fit inside of the box, and use it as a treasure that they could share with classmates during opening/sharing time. This would help students get to know each other, it would reinforce the concept of sharing, and would help them practice their public speaking/listening skills.
You could also use this as an opening discussion about Native Americans and their artwork. You could talk about how Native Americans believed in animal spirits and they told stories on totem poles. Children could use toilet paper rolls to build and create their own totem pole as another means of creative communication/through art.
Raven is a character present in Native American tales. He is a clever and witty shape shifter who uses his smarts, not his size, to overcome obstacles and help others. In this book, Raven notices that the world is dark and cold and he feels bad for the people. He searches for light and finds some near where the Sky Chief lives. He turned himself into a pine needle and landed in the water that the Sky Chief's daughter was drinking. She drank it and became pregnant and had a baby, Raven-child. The Sky Chief would let Raven-child do anything to make him happy, so when Raven-child found the box that contained the light (a series of boxes inside of one another), which was the sun, the Sky Chief said he could have it. Raven played with the ball and then changed back into a bird and flew away and placed the sun in the sky, so everyone could enjoy it's light. The people are thankful and appreciative so they feed Raven for giving them light.
In the classroom, you could use this book to discuss implied character traits (brave, cunning, witty) and teach the children about helping the community. Raven was very small, but he seen a need in the community that needed to be met and with his cleverness, he was able to overcome obstacles larger than him and someone more important than him to help the world. Talk about how children can do small/smart things to change the community they live in and the world around them.
This could be a story read at the beginning of the school year, and used to talk about sharing. Three boxes could be made and decorated with similar Native American artwork, and nestled together. Children could be assigned days to bring an item in that would fit inside of the box, and use it as a treasure that they could share with classmates during opening/sharing time. This would help students get to know each other, it would reinforce the concept of sharing, and would help them practice their public speaking/listening skills.
You could also use this as an opening discussion about Native Americans and their artwork. You could talk about how Native Americans believed in animal spirits and they told stories on totem poles. Children could use toilet paper rolls to build and create their own totem pole as another means of creative communication/through art.
Red Leaf, Yellow Leaf
Red Leaf, Yellow Leaf. ISBN: 0-15-266197-2. Lois Ehlert. 1991. Boston-Horn Globe Award, Elizabeth Burr Award, NSTA CBC outstanding Science Trade Book for Children, Parenting Reading Magic Award, PIA Award, Reading Rainbow Review book, Wisconsin Notable Author. Contemporary Realistic Fiction. Age 2+. Young child (no specified age/gender/race).
In this book, a child is explaining the process of planting a sugar maple tree. Throughout the book/story, labeled pictures help teach the reader about different types of trees and birds, as well as parts of the tree. After the story there are two pages devoted to explaining the parts of the tree and their functions (including how roots absorb nutrients, how sap circulates, and it introduces photosynthesis and many other tree facts). The last two pages explain how to plant a tree, and the cover has ideas on how to make a bird feeder.
This book is an excellent book to use in the elementary science classroom It could be used during a unit on plants, learning parts of plants and how plants grow. It could be read around Earth day and children could discuss/write about the importance of trees (shelter, oxygen, food, products). It could be read around Arbor Day and the children could discuss types of trees and where they are geographically located. Then they could go on a field trip and collect leaves to sort and label. If possible they could also plant saplings, for hands on science. The excitement that the child in the story portrays about science and nature is very infectious.
I will be using this book in my preschool/daycare in February when we talk about birds/ornithology and take part in the Great Backyard Bird count (Feb. 12-15, 2010) because this book refers to birds in our neighborhood and also has a craft project we can make to feed the birds.
In this book, a child is explaining the process of planting a sugar maple tree. Throughout the book/story, labeled pictures help teach the reader about different types of trees and birds, as well as parts of the tree. After the story there are two pages devoted to explaining the parts of the tree and their functions (including how roots absorb nutrients, how sap circulates, and it introduces photosynthesis and many other tree facts). The last two pages explain how to plant a tree, and the cover has ideas on how to make a bird feeder.
This book is an excellent book to use in the elementary science classroom It could be used during a unit on plants, learning parts of plants and how plants grow. It could be read around Earth day and children could discuss/write about the importance of trees (shelter, oxygen, food, products). It could be read around Arbor Day and the children could discuss types of trees and where they are geographically located. Then they could go on a field trip and collect leaves to sort and label. If possible they could also plant saplings, for hands on science. The excitement that the child in the story portrays about science and nature is very infectious.
I will be using this book in my preschool/daycare in February when we talk about birds/ornithology and take part in the Great Backyard Bird count (Feb. 12-15, 2010) because this book refers to birds in our neighborhood and also has a craft project we can make to feed the birds.
Sunday, January 3, 2010
Where the Wild Things Are
Where the Wild Things Are. ISBN 978-0-06-4431 78-1. Maurice Sendak. 1963. The Caldecott Medal. Age 2+. Represents caucasian boys.
Max is being a naughty little boy running around the house in a costume and creating mischief. His mother calls him a "Wild Thing" and he comments back that he will eat her, therefore he is sent to bed with no dinner. While in his room, he imagines that he sails off to a land across the earth where the Wild Things live and he becomes their king. They do everything he wants them to, but he longs for someone to love him. He smells his mother's dinner from "across the world" and he decided to leave the monsters, who say they love him so much they would eat him. He leaves and returns to his room to eat the dinner his mom had made for him.
Max wants to do anything he pleases, but realizes that he really wants to be in a place where he is taken care of and loved.
This book would help us discuss how sometimes children want to do things that adults may not approve of, and therefore they think that it would be better if they could "run the show" and do what they want and everyone else would do what they want, but this book reminds them of how lovely it is to be cared for and taken care of, and nothing is better than that. Children may discuss what they would miss the most about home if they were away for some time...and it would help them appreciate and see the good things about their families and their homes. Great for middle to upper elementary.
Max is being a naughty little boy running around the house in a costume and creating mischief. His mother calls him a "Wild Thing" and he comments back that he will eat her, therefore he is sent to bed with no dinner. While in his room, he imagines that he sails off to a land across the earth where the Wild Things live and he becomes their king. They do everything he wants them to, but he longs for someone to love him. He smells his mother's dinner from "across the world" and he decided to leave the monsters, who say they love him so much they would eat him. He leaves and returns to his room to eat the dinner his mom had made for him.
Max wants to do anything he pleases, but realizes that he really wants to be in a place where he is taken care of and loved.
This book would help us discuss how sometimes children want to do things that adults may not approve of, and therefore they think that it would be better if they could "run the show" and do what they want and everyone else would do what they want, but this book reminds them of how lovely it is to be cared for and taken care of, and nothing is better than that. Children may discuss what they would miss the most about home if they were away for some time...and it would help them appreciate and see the good things about their families and their homes. Great for middle to upper elementary.
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