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.
Saturday, January 16, 2010
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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