Gone Wild. ISBN 0-8027-9563-3. David McLimans. 2006. Caldecott Honor. Ages 4-8. Nonfiction.
Gone Wild, by David McLimans, is a nonfiction picture book that goes through the alphabet, matching an endangered species with each letter. The author explains in the introduction that he chose animals that would fit with the letters. Each letter has been made to look like the animal described on the page. We also learn that there are over 5,000 animals facing extinction, and that the cause of this is people taking over the land that these animals need to support their lives, or their natural habitat. There are three statuses that are explained: ciritcally endangered, endangered, and vulnerable. Each page features a letter of the alphabet, representing a different animal, also giving its class, its habitat, where it is found in the world, threats, and its status. The illustrations are drawn with simple, yet bold, black lines, and are on a white background. This really makes the letters pop out to the reader, and helps to focus on the features of each, unique animal. The last pages in this book are dedicated to describing each animal in greater detail, with a small picture of each accompanying the description.
This is a book that would open the eyes of the students to the many different species of plants and animals that we aren't even aware of that are facing extinction. Again, we learn that the reasons these animals are disappearing are man-made. In the classroom, I would hope this would encourage the students to take some sort of action, or at least plant an idea in their heads about how they should live their lives as responsible, and environmentally aware people. Students tend to be very interested in animals, so this book should be fascinating to all. We could also do an art project, focusing on making different letters look like different animals, ourselves.
Thursday, March 25, 2010
Where Once There Was a Wood
Where Once There Was a Wood. ISBN 0-8050-3761-6. Denise Fleming. 1996. Caldecott Honor. Ages 4-8. Nonfiction Picture.
Where Once There Was a Wood, is a nonfiction picture book by Denise Fleming. In this story many different animals are visited in their natural habitat, which include woods, a meadow, and a creek. Fleming goes through the many animals that made this wood their home and the different things they do in the woods to live. She uses rhyming words at the end of each stanza, which makes this story sound very poetic. Unfortunately, the lines end with the unveiling of a housing development that now stands where the woods once did. After the story ends, there are a few more pages dedicated to explaining how to make your own backyard a natural habitat for animals to thrive in. The illustrations match the animals she is writing about on each page, with the pages made to look like pages of a scrap book, which makes sense because the story is written as the author is reminiscing about a once existing wood. The colors used to paint the animals in their natural habitat are very natural, themselves, consisting of many greens, browns, and oranges. The background is made to look like recycled paper.
This is a great book that emphasises the beauty of nature and the importance of preservation. Any student will feel sad to learn that the homes of these animals have been destroyed by a housing development, and hopefully excite them about preserving nature. I would use this story in the classroom to introduce a unit on nature. We could go on a nature walk after the story and spot some beneficial traits of our own schoolyard that would encourage or help animals to live in their natural habitat. We could also set up our own backyards in a way that would be welcoming to animals, using some of the suggestions given by Fleming in the back of the book, and report back to the class on what it is we did at home.
Where Once There Was a Wood, is a nonfiction picture book by Denise Fleming. In this story many different animals are visited in their natural habitat, which include woods, a meadow, and a creek. Fleming goes through the many animals that made this wood their home and the different things they do in the woods to live. She uses rhyming words at the end of each stanza, which makes this story sound very poetic. Unfortunately, the lines end with the unveiling of a housing development that now stands where the woods once did. After the story ends, there are a few more pages dedicated to explaining how to make your own backyard a natural habitat for animals to thrive in. The illustrations match the animals she is writing about on each page, with the pages made to look like pages of a scrap book, which makes sense because the story is written as the author is reminiscing about a once existing wood. The colors used to paint the animals in their natural habitat are very natural, themselves, consisting of many greens, browns, and oranges. The background is made to look like recycled paper.
This is a great book that emphasises the beauty of nature and the importance of preservation. Any student will feel sad to learn that the homes of these animals have been destroyed by a housing development, and hopefully excite them about preserving nature. I would use this story in the classroom to introduce a unit on nature. We could go on a nature walk after the story and spot some beneficial traits of our own schoolyard that would encourage or help animals to live in their natural habitat. We could also set up our own backyards in a way that would be welcoming to animals, using some of the suggestions given by Fleming in the back of the book, and report back to the class on what it is we did at home.
Galimoto
Galimoto. ISBN 0-6881-0991-8. Karen Lynn Williams. Catherine Stock. 1991. Reading Rainbow. Ages 4-8. African.
Galimoto, by Karen Lynn Williams, with illustrations by Catherine Stock, tells the story of seven-year-old Kondi and his day long quest to build himself a galimoto. When he announces to his brother, Ufuli, that he is going to make a galimoto, Ufuli tells him that he is too young to take on such a task, and that there is no way he will find enough wire to make his toy. Kondi doesn't let this deter him, however, and finds the wire very cleverly by asking for old scraps from his uncle, the miller at the flour mill, and by getting scraps out of the garbage at the bike shop. Along the way he runs into many people from his village that question what he is doing. The illustrations are done with what looks like water colors and sketches drawn with pencil over the water colors. They add to the text very well by illustrating the different places that Kondi visits, and the different people he encounters.
This is the story that I read aloud during my lesson plan. I used the illustrations to show the students that maize is corn, and to help describe how the spokes of a bicycle could be used as wire for Kondi's galimoto. We discussed what we wondered about the story after looking at the cover, stopped in the middle and discussed what we had learned so far and what we wondered about again. At the end of the story, we revisted what we had wondered about and realized that we had answered all of our questions by reading the story. The students were very interested in this story. It was a lot of fun!
Galimoto, by Karen Lynn Williams, with illustrations by Catherine Stock, tells the story of seven-year-old Kondi and his day long quest to build himself a galimoto. When he announces to his brother, Ufuli, that he is going to make a galimoto, Ufuli tells him that he is too young to take on such a task, and that there is no way he will find enough wire to make his toy. Kondi doesn't let this deter him, however, and finds the wire very cleverly by asking for old scraps from his uncle, the miller at the flour mill, and by getting scraps out of the garbage at the bike shop. Along the way he runs into many people from his village that question what he is doing. The illustrations are done with what looks like water colors and sketches drawn with pencil over the water colors. They add to the text very well by illustrating the different places that Kondi visits, and the different people he encounters.
This is the story that I read aloud during my lesson plan. I used the illustrations to show the students that maize is corn, and to help describe how the spokes of a bicycle could be used as wire for Kondi's galimoto. We discussed what we wondered about the story after looking at the cover, stopped in the middle and discussed what we had learned so far and what we wondered about again. At the end of the story, we revisted what we had wondered about and realized that we had answered all of our questions by reading the story. The students were very interested in this story. It was a lot of fun!
The Great Gilly Hopkins
The Great Gilly Hopkins. ISBN 0-06-40201-0. Katherine Paterson. 1978. Newberry Honor. Ages 9-12. Multi-Cultural.
The Great Gilly Hopkins, by Katherin Paterson, is the story of a tough-skinned, yet smart and creative, young girl who has been through many different foster homes in her young life. Gilly is an eleven-year-old girl growing up in Maryland, having a hard time adjusting to her new foster family, the Trotters. She has formed racist opinions and Mrs. Trotter's best friend is African-American, along with her new teacher. She has trouble at school, making only one friend, Agnes, and enjoys bullying her young foster brother, William. After discovering money in blind Mr. Randolph's book shelf, Gilly decides to buy a bus ticket to San Francisco where she knows her mother lives from a return address on a postcard that she sent. When the police pick her up, William begs her to come home, which she agrees to do. She then starts to turn things around for herself, doing better in school, reading Mr. Randolph's books, and teaching William to read. Just then, she is taken away to live with her grandma, Nonnie, in Virginia. Again, she has to adust to her new life, but never loses hope that her mother will take her to San Francisco. When her mother visits for the holidays, Gilly discovers that she has no plans of caring for her, and that she is only there because Nonnie bought her a ticket to visit. Gilly begs Trotter to take her back, but finally accepts her new home with Nonnie.
This book could be used in a classroom to identify with the struggles of others, and create empathy. I think it is a very sad story, but one that many children live in real life. There may be students in my classroom who are being fostered who could relate to this story very well. I'd like to discuss in my classroom how life involves choices that can either help you to succeed or cause you to fail. Life doesn't always give us what we expect or hope for, but it is possible to turn a bad or disappointing situation into a learning experience, and a positive experience. Many of the students should appreciate their own families and home lives more after reading this story.
The Great Gilly Hopkins, by Katherin Paterson, is the story of a tough-skinned, yet smart and creative, young girl who has been through many different foster homes in her young life. Gilly is an eleven-year-old girl growing up in Maryland, having a hard time adjusting to her new foster family, the Trotters. She has formed racist opinions and Mrs. Trotter's best friend is African-American, along with her new teacher. She has trouble at school, making only one friend, Agnes, and enjoys bullying her young foster brother, William. After discovering money in blind Mr. Randolph's book shelf, Gilly decides to buy a bus ticket to San Francisco where she knows her mother lives from a return address on a postcard that she sent. When the police pick her up, William begs her to come home, which she agrees to do. She then starts to turn things around for herself, doing better in school, reading Mr. Randolph's books, and teaching William to read. Just then, she is taken away to live with her grandma, Nonnie, in Virginia. Again, she has to adust to her new life, but never loses hope that her mother will take her to San Francisco. When her mother visits for the holidays, Gilly discovers that she has no plans of caring for her, and that she is only there because Nonnie bought her a ticket to visit. Gilly begs Trotter to take her back, but finally accepts her new home with Nonnie.
This book could be used in a classroom to identify with the struggles of others, and create empathy. I think it is a very sad story, but one that many children live in real life. There may be students in my classroom who are being fostered who could relate to this story very well. I'd like to discuss in my classroom how life involves choices that can either help you to succeed or cause you to fail. Life doesn't always give us what we expect or hope for, but it is possible to turn a bad or disappointing situation into a learning experience, and a positive experience. Many of the students should appreciate their own families and home lives more after reading this story.
Roll of Thunder, Hear My Cry
Roll of Thunder, Hear My Cry. ISBN 0-14-034893-4. Mildred D. Taylor. 1976. Newberry Medal. Young Adult. African-American.
Roll of Thunder, Hear My Cry, by Mildren D. Taylor, tells the story of the Logan family who live on a farm in Mississippi during a the racially divided Depression era. The main character, Cassie Logan, is a nine-year old girl. She, and her family encounter many racial injustices, but have learned to either endure them or fight back in a not so obvious way as a means to survive. They own land, a rarity compared to many of the other black families that live near by, which is extremely important to their father. Cassie seems somewhat naive about the racism that is surrounding her, until she encounters it more directly, when she accidentally runs into a white girl in town. She is forced to apologize and get down on the road by the girl, and her father. The trouble continues as her mama loses her job as a teacher for battling agains the racism in her community, and Cassie's good friend T.J. gets caught up with some white boys who frame him in a robbery, which leads to him almost being lynched. Cassie's father, however, sets fire to the land, which distracts the lynch mob, saving T.J.'s life. We see Cassie crying at the end of the story, because she has endured so much hate around her. She seems to be less aware of the racism and the struggles her family go through in the beginning of the story. She has lost her innocence.
This story highlights the importance of family. This family is living in a time when their very lives were threatened by simply existing, but they did not let that stop them from trying to perservere. As a teacher, I would discuss with my class struggles their own families have overcome and why family is important. In a classroom, I would use this story to talk about racism, as well. The Depression happened less than 100 years ago, with the civil rights movement taking place only 50 years ago. It is always good to remind students of the importance of educating themselves about different cultures, or people that are different from the in some way, to avoid ignorance and hate.
Roll of Thunder, Hear My Cry, by Mildren D. Taylor, tells the story of the Logan family who live on a farm in Mississippi during a the racially divided Depression era. The main character, Cassie Logan, is a nine-year old girl. She, and her family encounter many racial injustices, but have learned to either endure them or fight back in a not so obvious way as a means to survive. They own land, a rarity compared to many of the other black families that live near by, which is extremely important to their father. Cassie seems somewhat naive about the racism that is surrounding her, until she encounters it more directly, when she accidentally runs into a white girl in town. She is forced to apologize and get down on the road by the girl, and her father. The trouble continues as her mama loses her job as a teacher for battling agains the racism in her community, and Cassie's good friend T.J. gets caught up with some white boys who frame him in a robbery, which leads to him almost being lynched. Cassie's father, however, sets fire to the land, which distracts the lynch mob, saving T.J.'s life. We see Cassie crying at the end of the story, because she has endured so much hate around her. She seems to be less aware of the racism and the struggles her family go through in the beginning of the story. She has lost her innocence.
This story highlights the importance of family. This family is living in a time when their very lives were threatened by simply existing, but they did not let that stop them from trying to perservere. As a teacher, I would discuss with my class struggles their own families have overcome and why family is important. In a classroom, I would use this story to talk about racism, as well. The Depression happened less than 100 years ago, with the civil rights movement taking place only 50 years ago. It is always good to remind students of the importance of educating themselves about different cultures, or people that are different from the in some way, to avoid ignorance and hate.
Scorpions
Scorpions. ISBN: 0-06-0623-7. Walter Dean Myers. 1988. Newberry Honor Award. Young Adult. Multicultural.
Scorpions, by Walter Dean Myers, tells the story of a young man struggling to survive in the harsh reality of poverty. Jamal is a 12-year-old African American boy who lives with his sister, Sassy, and his mother. His brother Randy is in jail for being involved in a robbery in which someone was killed, and his father, Jevon, comes around for money every now and then, but is absent due to his abusive ways. This character does not have a good male role model, and may be inclined to succumb to peer pressure, which is all around him in the form of the Scorpions gang. He does have one good friend, Tito, who is Puerto Rican American and being rasied my his grandmother. Jamal is pressured from his brother to lead the Scorpions, who deal drugs, so he can get money to bail him out of jail. He is given a gun by Mack, a Scorpions member, but still finds an honest job at the grocery store. Eventually he loses this job due to his new friends in the gang stealing from the store. Jamal uses the gun to threaten his bully at school, Dwayne, and feels the power it holds, but soon realizes that it is more trouble than it is worth, as Tito gets kicked out of his house for hiding it, and eventually uses it to defend Jamal in a gang fight, accidentally killing someone. Tito must go back to Puerto Rico, and Jamal must stay behind to face his life either by becoming part of the negativity or choosing a different path.
This book is filled with life lessons. Jamal is a character that seems to want to do what's right, and stay out of trouble, but cannot avoid it because of his brother, the Scorpions, and his surroundings in general. I would use this book to discuss peer pressure and how the consequences of succumbing to it can be severly detrimental. This is a very serious issue for students in the middle school and high school years. We could discuss ways in which to avoid being swayed into doing something you know is wrong and how what seems like the easiest path may not be the right one. Though I may not be teaching in an inner city school, these issues are still prevalent, especially amongst this age group.
Scorpions, by Walter Dean Myers, tells the story of a young man struggling to survive in the harsh reality of poverty. Jamal is a 12-year-old African American boy who lives with his sister, Sassy, and his mother. His brother Randy is in jail for being involved in a robbery in which someone was killed, and his father, Jevon, comes around for money every now and then, but is absent due to his abusive ways. This character does not have a good male role model, and may be inclined to succumb to peer pressure, which is all around him in the form of the Scorpions gang. He does have one good friend, Tito, who is Puerto Rican American and being rasied my his grandmother. Jamal is pressured from his brother to lead the Scorpions, who deal drugs, so he can get money to bail him out of jail. He is given a gun by Mack, a Scorpions member, but still finds an honest job at the grocery store. Eventually he loses this job due to his new friends in the gang stealing from the store. Jamal uses the gun to threaten his bully at school, Dwayne, and feels the power it holds, but soon realizes that it is more trouble than it is worth, as Tito gets kicked out of his house for hiding it, and eventually uses it to defend Jamal in a gang fight, accidentally killing someone. Tito must go back to Puerto Rico, and Jamal must stay behind to face his life either by becoming part of the negativity or choosing a different path.
This book is filled with life lessons. Jamal is a character that seems to want to do what's right, and stay out of trouble, but cannot avoid it because of his brother, the Scorpions, and his surroundings in general. I would use this book to discuss peer pressure and how the consequences of succumbing to it can be severly detrimental. This is a very serious issue for students in the middle school and high school years. We could discuss ways in which to avoid being swayed into doing something you know is wrong and how what seems like the easiest path may not be the right one. Though I may not be teaching in an inner city school, these issues are still prevalent, especially amongst this age group.
Friday, March 19, 2010
The Princess in the Pigpen
The Princess in the Pigpen. ISBN 0-395-51587-4. Jane Resh Thomas. 1989. The Kerlan Award. Ages 9-12. Historical Fiction.
The Princess in the Pigpen, by Jane Resh Thomas, tells the story of 9-year-old Elizabeth. She is the daughter of a Duke and Duchess in the year 1600. We begin the story seeing Elizabeth being tended to by her nanny, Sukie, because she is very ill. In a quick moment, however, she is standing in a pigpen in Iowa, 1988. Elizabeth is taken in by Kathy, Joe, and their daughter Ann, who live on the farm that she mysteriously appeared in with her doll and music box. The sheriff, doctor, and this family are all trying to figure out who Elizabeth really is because they can not believe that she is really from 1600 London. Elizabeth recognizes these people as mere peasants, but is enamored by their modern lights and cars, and their library, which she can not understand them having, being merely peasants. She also gets to experience playing with Ann without being told she can't by her nanny, who never lets her fraternize with the help at home. Many interesting facts about history and Queen Elizabeth the First are revealed throughout the story. Elizabeth finally makes it home, and realizes that she has been asleep for only five minutes in real time, 1600 London.
This book, being a fictional and historical, could really be fun to use with a classroom. It is very interesting and will keep a classroom's attention because everyone will want to know the fate of Elizabeth. Little snippets of historical facts are thrown in, as well, in an interesting and realistic way with Elizabeth having known the Queen and others from that time period. I would use this lesson to not only make history fun, but also to point out different perspectives and ways of life by discussing the differences between Ana and Elizabeth.
The Princess in the Pigpen, by Jane Resh Thomas, tells the story of 9-year-old Elizabeth. She is the daughter of a Duke and Duchess in the year 1600. We begin the story seeing Elizabeth being tended to by her nanny, Sukie, because she is very ill. In a quick moment, however, she is standing in a pigpen in Iowa, 1988. Elizabeth is taken in by Kathy, Joe, and their daughter Ann, who live on the farm that she mysteriously appeared in with her doll and music box. The sheriff, doctor, and this family are all trying to figure out who Elizabeth really is because they can not believe that she is really from 1600 London. Elizabeth recognizes these people as mere peasants, but is enamored by their modern lights and cars, and their library, which she can not understand them having, being merely peasants. She also gets to experience playing with Ann without being told she can't by her nanny, who never lets her fraternize with the help at home. Many interesting facts about history and Queen Elizabeth the First are revealed throughout the story. Elizabeth finally makes it home, and realizes that she has been asleep for only five minutes in real time, 1600 London.
This book, being a fictional and historical, could really be fun to use with a classroom. It is very interesting and will keep a classroom's attention because everyone will want to know the fate of Elizabeth. Little snippets of historical facts are thrown in, as well, in an interesting and realistic way with Elizabeth having known the Queen and others from that time period. I would use this lesson to not only make history fun, but also to point out different perspectives and ways of life by discussing the differences between Ana and Elizabeth.
Friday, February 26, 2010
On the Day You Were Born
On the Day You Were Born. ISBN 0-590-97955-8. Debra Frasier.1991. Parent's Choice Gold Award. Ages 4-8. Multi-Cultural.
On the Day You Were Born, by Debra Frasier, is a book that welcomes a child to the world. The child who the book is being read to is the main character. Each aspect of nature and mother Earth has prepared for the child's arrival, and each is explained well through words and illustration. The animals are shown moving in different directions on the planet Earth to represent migration, the sun is shown pushing flames into the sky to light it. Movement and the direction of movement is shown well in each illustration by similair shapes being used in different sizes to direct the eye, which is important when discussing migration, sun light, moon light, and waves. The outline of a person is seen in each picture, with the color of skin changing on each page.
This book will make any child feel as if she is truly a part of nature and the cycle of life by connecting her to animals, gravity, oxygen, etc. In the back of the book, the author explains each illustration more scientifically, but in a child-friendly way, which would be a great tool in the classroom. She even explains how people have different color skin based on their ancestors proximity to the sun, which many children are very curious about, and even have a hard time understanding. I would use this book to show that we are all connected.
On the Day You Were Born, by Debra Frasier, is a book that welcomes a child to the world. The child who the book is being read to is the main character. Each aspect of nature and mother Earth has prepared for the child's arrival, and each is explained well through words and illustration. The animals are shown moving in different directions on the planet Earth to represent migration, the sun is shown pushing flames into the sky to light it. Movement and the direction of movement is shown well in each illustration by similair shapes being used in different sizes to direct the eye, which is important when discussing migration, sun light, moon light, and waves. The outline of a person is seen in each picture, with the color of skin changing on each page.
This book will make any child feel as if she is truly a part of nature and the cycle of life by connecting her to animals, gravity, oxygen, etc. In the back of the book, the author explains each illustration more scientifically, but in a child-friendly way, which would be a great tool in the classroom. She even explains how people have different color skin based on their ancestors proximity to the sun, which many children are very curious about, and even have a hard time understanding. I would use this book to show that we are all connected.
Thursday, February 25, 2010
Bud, Not Buddy
Bud, Not Buddy. ISBN 0-440-41328-8. Christopher Paul Curtis. 1999. Newberry Medal. Ages 9-12. African American Historical Fiction.
Bud, Not Buddy, by Christopher Paul Curtis, tells the story of ten-year-old Bud Caldwell as he tries to find a home during the American Depression of the thirties. Bud is orphaned in Flint Michigan at the age of six when his mother dies. The reader is introduced to ten-year-old Bud being fostered by the Amoses, a family that turns out to be quite abusive, even locking him in a shed with hornets. At this point, Bud takes to the road. When his plans to head west fall through, he decides to find who he thinks is his father in Grand Rapids. Along the way he is helped by a slew of interesting characters including Deza Malone, a little girl in Flint's Hooverville, and "Lefty" Lewis, a porter for the railroad in Grand Rapids. After reaching his destination, he meets the man he thinks is his father, Herman Calloway, and his band. They band takes Bud in as if he is part of their family, and he soon discovers that the man he thinks is his father is truly his grandfather. He has finally found a home.
Bud is faced with many challenges that most children in a school classroom won't understand, such as hunger and homelessness. This book could be used as a great "eye-opener" to children that live priveleged lives, even though they may not realize it. Bud is very observant and has many rules for living that involve not trusting people. We could discuss why he may feel this way or why he has these rules and if we think he will still live by these rules now that he has found a home.
Bud, Not Buddy, by Christopher Paul Curtis, tells the story of ten-year-old Bud Caldwell as he tries to find a home during the American Depression of the thirties. Bud is orphaned in Flint Michigan at the age of six when his mother dies. The reader is introduced to ten-year-old Bud being fostered by the Amoses, a family that turns out to be quite abusive, even locking him in a shed with hornets. At this point, Bud takes to the road. When his plans to head west fall through, he decides to find who he thinks is his father in Grand Rapids. Along the way he is helped by a slew of interesting characters including Deza Malone, a little girl in Flint's Hooverville, and "Lefty" Lewis, a porter for the railroad in Grand Rapids. After reaching his destination, he meets the man he thinks is his father, Herman Calloway, and his band. They band takes Bud in as if he is part of their family, and he soon discovers that the man he thinks is his father is truly his grandfather. He has finally found a home.
Bud is faced with many challenges that most children in a school classroom won't understand, such as hunger and homelessness. This book could be used as a great "eye-opener" to children that live priveleged lives, even though they may not realize it. Bud is very observant and has many rules for living that involve not trusting people. We could discuss why he may feel this way or why he has these rules and if we think he will still live by these rules now that he has found a home.
Number the Stars
Number The Stars. ISBN 978-0-440-22753-3. Lois Lowry. 1989. Newberry Medal. Ages 9-12. Jewish Historical Fiction.
Number the Stars, by Lois Lowry, is the story of a young girl, Annemarie, and her family's efforts to help their good friends, the Rosens, escape the Nazis that have occupied their town in Denmark during WW II. Ellen Rosen and Annemarie Johansen are ten-year-old girls and best friends that live in the same apartment building. Their families are friends as well. When the Nazis begin evacuating the jews in their town, Ellen stays with the Johansens while her parents flee. It is later found out by both girls that Annemarie's uncle is going to bring the Rosens, along with a few others, to safe Sweden in his fishing boat.
The story of the Holocaust is one that is often talked about in school, but the perspective of a young girl helping a jewish family with her family is new. This would be a good story to use to discuss being ethical and decent, even when faced with great risk. The Johansens have lost a daughter to this cause in Annemarie's older sister, Lise, but still are determined to help their friends and keep working towards helping the innocent victims of the holocaust.
Number the Stars, by Lois Lowry, is the story of a young girl, Annemarie, and her family's efforts to help their good friends, the Rosens, escape the Nazis that have occupied their town in Denmark during WW II. Ellen Rosen and Annemarie Johansen are ten-year-old girls and best friends that live in the same apartment building. Their families are friends as well. When the Nazis begin evacuating the jews in their town, Ellen stays with the Johansens while her parents flee. It is later found out by both girls that Annemarie's uncle is going to bring the Rosens, along with a few others, to safe Sweden in his fishing boat.
The story of the Holocaust is one that is often talked about in school, but the perspective of a young girl helping a jewish family with her family is new. This would be a good story to use to discuss being ethical and decent, even when faced with great risk. The Johansens have lost a daughter to this cause in Annemarie's older sister, Lise, but still are determined to help their friends and keep working towards helping the innocent victims of the holocaust.
Kira-Kira
Kira-Kira. ISBN 0-689-85640-7. Cynthia Kadohata. 2004. Newberry Medal. Ages 9-12. Asian-American Historical Fiction.
Kira-Kira, by Cynthia Kadohata, is the story of a Japanese-American family living in America in the sixties. Kira-Kira means glitter in Japanese and is a word that the main character, Katie, cherishes because it was taught to her by her older sister and best friend Lynn. Katie's family begins in Iowa, but must move to Georgia when their Oriental Foods buisness fails and her Uncle Katsuhisa has work for the mother and father in a chicken hatchery down south. The parents are always working and the family has very little money, but their family bond is strong. They stay together and care for eachother through struggles, including the death of Lynn after being diagnosed with lymphoma.
This story really focuses on how important family is, especially when facing issues like discrimination, near poverty, and death. This familiy never quits and always keeps hope that the future will be better. I would use this book in a classroom to stress the importance of family. We could also discuss how different the world was in regards to discrimination, not that long ago. It is important to remind students of the struggles that many immigrants faced and still face today. This encourages empathy and caring.
Kira-Kira, by Cynthia Kadohata, is the story of a Japanese-American family living in America in the sixties. Kira-Kira means glitter in Japanese and is a word that the main character, Katie, cherishes because it was taught to her by her older sister and best friend Lynn. Katie's family begins in Iowa, but must move to Georgia when their Oriental Foods buisness fails and her Uncle Katsuhisa has work for the mother and father in a chicken hatchery down south. The parents are always working and the family has very little money, but their family bond is strong. They stay together and care for eachother through struggles, including the death of Lynn after being diagnosed with lymphoma.
This story really focuses on how important family is, especially when facing issues like discrimination, near poverty, and death. This familiy never quits and always keeps hope that the future will be better. I would use this book in a classroom to stress the importance of family. We could also discuss how different the world was in regards to discrimination, not that long ago. It is important to remind students of the struggles that many immigrants faced and still face today. This encourages empathy and caring.
The Snowy Day
The Snowy Day. ISBN 0-14-050182-7. Ezra Jack Keats. 1962. Caldecott Medal. Ages 3-8. Urban African American.
The Snow Day, by Ezra Jack Keats, tells the story of a little boy, Peter, and his adventures on one particular snow-filled day. Nothing particularly out of the ordinary happens, but the world of a snowy day seems very exciting in this story. Peter lives in the city with his mother. The setting is apparent with the illustrations including a street light, buildings in the background, and the mention of a pathway being formed by the snow piled high along the street. Peter enjoys the many simple wonders of playing in the snow, like making foot prints, snowballs, and snow angels. He returns home, to his apartment building, at the end of the day to tell his mother all about what he has done, and even continues to contemplate his great day while taking a bath. Luckily, at the end of the book, Peter is met with another snowy day to tackle.
The illustrations in this book help tell the story by showing each activity that Peter is taking part in. The bright colors of Peter's snow suit, the sky, and the city background help to exaggerate the white color of the snow. This adds to the snow's overall appeal to Peter and the reader.
As a teacher, I would use this book to talk about the winter season and all of the fun activities that we do when the snow falls. Young children absolutely love playing in the snow and do most of the things that Peter does in this story, so they will have an easy time relating to this story.
The Snow Day, by Ezra Jack Keats, tells the story of a little boy, Peter, and his adventures on one particular snow-filled day. Nothing particularly out of the ordinary happens, but the world of a snowy day seems very exciting in this story. Peter lives in the city with his mother. The setting is apparent with the illustrations including a street light, buildings in the background, and the mention of a pathway being formed by the snow piled high along the street. Peter enjoys the many simple wonders of playing in the snow, like making foot prints, snowballs, and snow angels. He returns home, to his apartment building, at the end of the day to tell his mother all about what he has done, and even continues to contemplate his great day while taking a bath. Luckily, at the end of the book, Peter is met with another snowy day to tackle.
The illustrations in this book help tell the story by showing each activity that Peter is taking part in. The bright colors of Peter's snow suit, the sky, and the city background help to exaggerate the white color of the snow. This adds to the snow's overall appeal to Peter and the reader.
As a teacher, I would use this book to talk about the winter season and all of the fun activities that we do when the snow falls. Young children absolutely love playing in the snow and do most of the things that Peter does in this story, so they will have an easy time relating to this story.
Wednesday, February 10, 2010
Charlotte's Web
Charlotte's Web. ISBN 0-06-440055-8. E.B. White. 1952. Newberry Honor. Ages 9-12. Middle American Caucasian.
Charlotte's Web, by E.B. White, tells the story of a young pig, Wilbur, and the life lessons he learns on the farm. The beginning of this book shows a young girl, Fern, saving the runt of a litter of pigs, Wilbur, from being killed by her farmer father. She promises to take care of him until he grows too big to keep. At this point he leaves to live on another farm with many more animals. Wilbur soon discovers that these animals can speak to him. When Wilbur learns of his fate from the sheep, which is to be slaughtered, he becomes very distraught. A spider, Charlotte, empathizes and promises to save his life. She spins messages about Wilbur in her web that are read by the farmer. Believing that he is most definitely a special pig, the farmer does not kill Wilbur. Charlotte, however, comes to the end of her life. Wilbur returns the favor of saving his life by saving the lives of Charlottes offspring.
As a teacher, this book could be used to discuss the importance of friendship and caring for others. This is a simple message that often gets lost in our fast paced society. There are many interesting characters in the barn animals and scenes that could be acted out in a creative dramatic play with any class.
Charlotte's Web, by E.B. White, tells the story of a young pig, Wilbur, and the life lessons he learns on the farm. The beginning of this book shows a young girl, Fern, saving the runt of a litter of pigs, Wilbur, from being killed by her farmer father. She promises to take care of him until he grows too big to keep. At this point he leaves to live on another farm with many more animals. Wilbur soon discovers that these animals can speak to him. When Wilbur learns of his fate from the sheep, which is to be slaughtered, he becomes very distraught. A spider, Charlotte, empathizes and promises to save his life. She spins messages about Wilbur in her web that are read by the farmer. Believing that he is most definitely a special pig, the farmer does not kill Wilbur. Charlotte, however, comes to the end of her life. Wilbur returns the favor of saving his life by saving the lives of Charlottes offspring.
As a teacher, this book could be used to discuss the importance of friendship and caring for others. This is a simple message that often gets lost in our fast paced society. There are many interesting characters in the barn animals and scenes that could be acted out in a creative dramatic play with any class.
The City of Ember
The City of Ember. ISBN 0-375-82274-7. Jeanne DuPrau. 2003. IRA Childrens Choice. Ages 9-13. Multi-Cultural.
The City of Ember, by Jeanne DuPrau, is a city of constant darkness that exists underground. The people that live in this artifically-lit city, have no idea that there is an outside world full of life. The story is told from the point of view of a twelve-year old girl citizen of Ember, Lina, and her male friend, Doon. One day, with the help of her absent-minded grandmother, Lina stumbles across a mysterious box that holds an even more mysterious letter, which gets partially destroyed by her baby sister. With the help of Doon, who works under the underground city, and has a feeling that there is something else out there, she unveils the secret to escaping the City of Ember that this letter contains. The City of Ember is running short on supplies, so the inabitants are suffering, though the Mayor is secretly gorging himself with food. Lina, Doon, and Lina's baby-sister, Poppy, follow the directions left on the note, to find a more desirable place to live, above ground.
As a teacher, it may be fun to have the class draw comparisons between the main characters of this book, Lina and Doon, and people that decide to leave their homes in search of a better life, or emmigrants. The pioneers of the U.S. must have felt similar to these children, leaving their homelands, not knowing exactly what was waiting for them, but having faith that whatever it was would be better. We could also discuss the possibility of power leading to corruption, which is seen in the character of the Mayor of Ember. Questioning what is deemed as normal when injustice is occuring would be another good topic to discuss in relation to this book.
The City of Ember, by Jeanne DuPrau, is a city of constant darkness that exists underground. The people that live in this artifically-lit city, have no idea that there is an outside world full of life. The story is told from the point of view of a twelve-year old girl citizen of Ember, Lina, and her male friend, Doon. One day, with the help of her absent-minded grandmother, Lina stumbles across a mysterious box that holds an even more mysterious letter, which gets partially destroyed by her baby sister. With the help of Doon, who works under the underground city, and has a feeling that there is something else out there, she unveils the secret to escaping the City of Ember that this letter contains. The City of Ember is running short on supplies, so the inabitants are suffering, though the Mayor is secretly gorging himself with food. Lina, Doon, and Lina's baby-sister, Poppy, follow the directions left on the note, to find a more desirable place to live, above ground.
As a teacher, it may be fun to have the class draw comparisons between the main characters of this book, Lina and Doon, and people that decide to leave their homes in search of a better life, or emmigrants. The pioneers of the U.S. must have felt similar to these children, leaving their homelands, not knowing exactly what was waiting for them, but having faith that whatever it was would be better. We could also discuss the possibility of power leading to corruption, which is seen in the character of the Mayor of Ember. Questioning what is deemed as normal when injustice is occuring would be another good topic to discuss in relation to this book.
The Giver
The Giver. ISBN 978-0-440-23768-6. Lois Lowry. 1993. Newberry Medal. Young Adult. Middle-Class American.
The Giver, by Lois Lowry, takes place in a world unlike the the world we live in today. The people are similar to you and me, but their way of life is highly controlled and organized, so that freedom of choice simply does not exist. In this world, or community, this lack of autonomy is referred to as Sameness, and was implemented as a means to protect people from making undesirable choices and the pain and suffering that often comes along with that. Unfortunately, deep felt emotions, all together, have been eliminated in the process. This includes love. This world is introduced through the character of Jonas, an eleven-year-old boy, and his family which consists of his mother, father, and sister Lily. This is the standard make-up of each family in this Community. As Jonas reaches his twelfth birthday, he is given his Assignment, or what is meant to be his career. He is given the highly regarded position of Receiver, which entitles him to be given memories by the Giver. For example, he can see colors, whereas the rest of the Community has no idea what colors are. He is given memories by the Giver that cause him to feel emotions on a level that he never knew existed, which opens his eyes to the way that the world can be, and should be. With this knowledge, he leaves his Community to seek more truths.
This book should be used in a classroom of young adults. The theme of living in a highly controlled world, void of certain emotions, is shown in a way that is a bit shocking. People are killed that are not productive, regardless of their age. This is something that a mature reader would understand as supporting the idea that this world is cold and callous, whereas this could be extremely disturbing to a younger person. As a teacher, I would use this book to discuss the importance of personal choice. I could have the students write an essay about a time that they had to make a decision and the outcome of that decision. I'd like to know how it made them feel to be allowed to excercise their freedom.
The Giver, by Lois Lowry, takes place in a world unlike the the world we live in today. The people are similar to you and me, but their way of life is highly controlled and organized, so that freedom of choice simply does not exist. In this world, or community, this lack of autonomy is referred to as Sameness, and was implemented as a means to protect people from making undesirable choices and the pain and suffering that often comes along with that. Unfortunately, deep felt emotions, all together, have been eliminated in the process. This includes love. This world is introduced through the character of Jonas, an eleven-year-old boy, and his family which consists of his mother, father, and sister Lily. This is the standard make-up of each family in this Community. As Jonas reaches his twelfth birthday, he is given his Assignment, or what is meant to be his career. He is given the highly regarded position of Receiver, which entitles him to be given memories by the Giver. For example, he can see colors, whereas the rest of the Community has no idea what colors are. He is given memories by the Giver that cause him to feel emotions on a level that he never knew existed, which opens his eyes to the way that the world can be, and should be. With this knowledge, he leaves his Community to seek more truths.
This book should be used in a classroom of young adults. The theme of living in a highly controlled world, void of certain emotions, is shown in a way that is a bit shocking. People are killed that are not productive, regardless of their age. This is something that a mature reader would understand as supporting the idea that this world is cold and callous, whereas this could be extremely disturbing to a younger person. As a teacher, I would use this book to discuss the importance of personal choice. I could have the students write an essay about a time that they had to make a decision and the outcome of that decision. I'd like to know how it made them feel to be allowed to excercise their freedom.
Thursday, January 28, 2010
So You Want to Be President?
So You Want to be President? ISBN 0-399-23047-1. Judith St. George. David Small. 2000. Caldecott Medal. Ages 7 +. American. Historical Nonfiction.
So You Want to be President? by Judith St. George with illustrations by David Small, takes a look back at many common traits among our past American presidents. This is done in a fun, but educational manner. St. George makes recommendations to the reader about what they should do if they want to be president while including valuable information. She mentions how many presidents shared the name James, how many were born in log cabins, which of them were dishonest, and which were military heros, among many other trivial facts. In the back of the book, information is given on each president including when they were born, where they were born, and what they are known for.
The drawings of the presidents in this book are done in a caricature-like manner. Each page has a fun depiction of at least one president that coincides with the literature. This would be a great book to read in February, to commemorate President's Day. Any child would find this interesting, and maybe find something that they have in common with one of our past presidents.
So You Want to be President? by Judith St. George with illustrations by David Small, takes a look back at many common traits among our past American presidents. This is done in a fun, but educational manner. St. George makes recommendations to the reader about what they should do if they want to be president while including valuable information. She mentions how many presidents shared the name James, how many were born in log cabins, which of them were dishonest, and which were military heros, among many other trivial facts. In the back of the book, information is given on each president including when they were born, where they were born, and what they are known for.
The drawings of the presidents in this book are done in a caricature-like manner. Each page has a fun depiction of at least one president that coincides with the literature. This would be a great book to read in February, to commemorate President's Day. Any child would find this interesting, and maybe find something that they have in common with one of our past presidents.
The Hello, Goodbye Window
The Hello, Goodbye Window. ISBN 0-7868-0914-0. Norton Juster. Chris Raschka. 2005. Caldecott Award. Ages 4-8. Caucasian and African American.
The Hello, Goodbye Window, by Norton Juster, tells the story of a little girl visiting her grandparents, Poppy and Nanna. Each time she visits her grandparents, she must pass by the "hello, goodbye window" which faces the front yard from their kitchen. She tells of all the fun things she does with her grandparents, including those things that include the window, like tapping on it from the outside upon arrival, seeing reflections in it at night, looking at the stars through it before bedtime, watching for guests like the pizza man, and finally saying "goodbye" through the window when mom and dad come to pick her up. She explains how at that moment, when mom and dad come, she feels happy and sad, and that it is possible to feel those two emotions simutaneously. The story is told from the perspective of the little girl, which is clear when she states that nothing happens while she's napping, until she gets up. This story shows the strong love that exists between a grandchild and her grandparents.
The pictures in this book consist of vibrant primary and secondary colors throughout. They are made with pastels and watercolors, and are drawn in a way that looks like a child could have drawn them. I would use this story in a classroom to talk about grandparents, and what sorts of activities we do with them. I'd also mention feeling happy and sad at the same time and would ask the students when they've felt that way. Each child could draw a picture of their own grandparents and themselves doing something together, using pastels.
The Hello, Goodbye Window, by Norton Juster, tells the story of a little girl visiting her grandparents, Poppy and Nanna. Each time she visits her grandparents, she must pass by the "hello, goodbye window" which faces the front yard from their kitchen. She tells of all the fun things she does with her grandparents, including those things that include the window, like tapping on it from the outside upon arrival, seeing reflections in it at night, looking at the stars through it before bedtime, watching for guests like the pizza man, and finally saying "goodbye" through the window when mom and dad come to pick her up. She explains how at that moment, when mom and dad come, she feels happy and sad, and that it is possible to feel those two emotions simutaneously. The story is told from the perspective of the little girl, which is clear when she states that nothing happens while she's napping, until she gets up. This story shows the strong love that exists between a grandchild and her grandparents.
The pictures in this book consist of vibrant primary and secondary colors throughout. They are made with pastels and watercolors, and are drawn in a way that looks like a child could have drawn them. I would use this story in a classroom to talk about grandparents, and what sorts of activities we do with them. I'd also mention feeling happy and sad at the same time and would ask the students when they've felt that way. Each child could draw a picture of their own grandparents and themselves doing something together, using pastels.
Friday, January 15, 2010
Strega Nona
Strega Nona. ISBN 0-671-66283. 1975. Tommy DePaolo. Caldecott Honor. Ages 4-8. Italian.
Strega Nona is the tale of an old woman with magical powers that lived long ago. The story takes place in the town of Calabria, which is in southern Italy. Strega Nona is often visited by the townspeople seeking help with their various problems, ranging from headaches to warts, though they all whisper about her behind her back. Strega Nona means, "Grandma Witch", after all. When Big Anthony is hired to help her around the house, her only requirement of him is that he does not touch her pasta pot. He overhears her casting a spell over the pot one day, realizes that she is able to magically make pasta, and can not resist giving it a shot when she leaves town. Big Anthony does not know how to make the pot stop producing pasta, however, and is responsible for engulfing the town in pasta. He is punished by Strega Nona. She makes him eat all of the pasta, as this punishment fits the crime.
There is a strong moral message in Strega Nona involving listening to elders, and doing what you are told. Not listening seems to be a strong temptation for all children, so this would be a valuable lesson to discuss with a class. Making choices that involve certain consequences could be discussed as well. There are many illustrations that go along with the story. They are all brightly colored in tones of pink, blue, gold, and green, which makes the story more vibrant. Children will be intrigued by the colorful pictures that literally tell the story as it unfolds. If I were reading this story, I would be sure to include a strong Italian accent when reading the part of Strega Nona to make the story more fun, and to emphasize the idea that this story takes place in Italy. Our class could then discuss our own culturally diverse backgrounds.
Strega Nona is the tale of an old woman with magical powers that lived long ago. The story takes place in the town of Calabria, which is in southern Italy. Strega Nona is often visited by the townspeople seeking help with their various problems, ranging from headaches to warts, though they all whisper about her behind her back. Strega Nona means, "Grandma Witch", after all. When Big Anthony is hired to help her around the house, her only requirement of him is that he does not touch her pasta pot. He overhears her casting a spell over the pot one day, realizes that she is able to magically make pasta, and can not resist giving it a shot when she leaves town. Big Anthony does not know how to make the pot stop producing pasta, however, and is responsible for engulfing the town in pasta. He is punished by Strega Nona. She makes him eat all of the pasta, as this punishment fits the crime.
There is a strong moral message in Strega Nona involving listening to elders, and doing what you are told. Not listening seems to be a strong temptation for all children, so this would be a valuable lesson to discuss with a class. Making choices that involve certain consequences could be discussed as well. There are many illustrations that go along with the story. They are all brightly colored in tones of pink, blue, gold, and green, which makes the story more vibrant. Children will be intrigued by the colorful pictures that literally tell the story as it unfolds. If I were reading this story, I would be sure to include a strong Italian accent when reading the part of Strega Nona to make the story more fun, and to emphasize the idea that this story takes place in Italy. Our class could then discuss our own culturally diverse backgrounds.
Monday, January 11, 2010
Tales From Grimm
Tales From Grimm. ISBN 0-8166-4936-7. Wanda Gag. 1936. Newbery Honor. Ages 9-12. Caucasian.
Tales from Grimm is composed of many fairy-tales and folk stories that teach some sort of life lesson. The idea that things aren't always what they appear to be is present in "Hansel and Gretel", "The Frog Prince", and "Snow White and Rose Red", with characters in these stories being rewarded for showing kindness to creatures that either transform into more desirable human friends or help them out in the midst of a predicament in the end. "Cat and Mouse Keep House" teaches the tough lesson that not everything is fair, and not everyone is to be trusted. "The Fisherman and His Wife" warns of the dangers of greed. Often in these stories we find characters that mean to do the protagonist harm for their own enjoyment. The witch in "Hansel and Gretel", the witch in ""Rapunzel, and the dragon in "The Dragon and His Grandmother" are all examples of these sort of characters. These folk tales do not always turn out as the reader expects, and are not sugar-coated by any means, but they all teach valuable lessons in a whimsical, fun way.
The illustrations in this book help tell the many stories well. The black and white sketches add a visual guide to what is being read, but in a sort of refined way. They are not found on every page. Someone could easily make caricatures to go along with these stories, but the illustrations in this book are not that sort of picture. They portray what is happening in each story by just showing a black and white sketch of a scene or character, which allows the reader to use their own imagination to fill in the rest.
This book would easily capture the attention of children at many age levels, through junior high. When reading to a class, after each story, questions should be posed as to why the students think the characters acted in certain ways, and what they think the moral of each story is. It would be fun to allow the students to create their own drawings to accompany these stories, as there are many unique, and sometimes mystical, characters and settings throughout this book.
Tales from Grimm is composed of many fairy-tales and folk stories that teach some sort of life lesson. The idea that things aren't always what they appear to be is present in "Hansel and Gretel", "The Frog Prince", and "Snow White and Rose Red", with characters in these stories being rewarded for showing kindness to creatures that either transform into more desirable human friends or help them out in the midst of a predicament in the end. "Cat and Mouse Keep House" teaches the tough lesson that not everything is fair, and not everyone is to be trusted. "The Fisherman and His Wife" warns of the dangers of greed. Often in these stories we find characters that mean to do the protagonist harm for their own enjoyment. The witch in "Hansel and Gretel", the witch in ""Rapunzel, and the dragon in "The Dragon and His Grandmother" are all examples of these sort of characters. These folk tales do not always turn out as the reader expects, and are not sugar-coated by any means, but they all teach valuable lessons in a whimsical, fun way.
The illustrations in this book help tell the many stories well. The black and white sketches add a visual guide to what is being read, but in a sort of refined way. They are not found on every page. Someone could easily make caricatures to go along with these stories, but the illustrations in this book are not that sort of picture. They portray what is happening in each story by just showing a black and white sketch of a scene or character, which allows the reader to use their own imagination to fill in the rest.
This book would easily capture the attention of children at many age levels, through junior high. When reading to a class, after each story, questions should be posed as to why the students think the characters acted in certain ways, and what they think the moral of each story is. It would be fun to allow the students to create their own drawings to accompany these stories, as there are many unique, and sometimes mystical, characters and settings throughout this book.
Red Leaf, Yellow Leaf
Red Leaf, Yellow Leaf. ISBN 0-15-266197-2. Lois Ehlert. 1991. Boston Globe-Horn Book Award Honor. Ages 4-8. Multicultural.
Red Leaf, Yellow Leaf explains how a tree grows and ends up in a child's yard, from beginning to end. The setting is outdoors, in nature. The child is explaining to the audience how her tree began as a seedling in the forest, was picked and brought to a nursery, and then to a garden center where she chose it to bring home and plant in her yard. This book is nonfiction, and very factual and informative about the process, but easy to understand. The details in this book are outstanding. The tree is labeled at the nursery, and on this label is all of its vital information including how it likes sun and how tall it will be, which the reader gets to see. Other little details are labeled throughout, including garden gloves and a Black-Capped Chickadee.
Since the illustrator, who is also the author, has used many mediums to create her pictures throughout the book, this would be a great time for a class of children to do the same. The class could pick leaves off the ground, and use them in artwork. They could also use paper, sticks, ribbon, seeds, and a variety of other objects to create their own leaves and trees. This book introduces children to the idea of planting their own trees, so each child could actually bring home a seedling and watch it grow in their own yard.
Red Leaf, Yellow Leaf explains how a tree grows and ends up in a child's yard, from beginning to end. The setting is outdoors, in nature. The child is explaining to the audience how her tree began as a seedling in the forest, was picked and brought to a nursery, and then to a garden center where she chose it to bring home and plant in her yard. This book is nonfiction, and very factual and informative about the process, but easy to understand. The details in this book are outstanding. The tree is labeled at the nursery, and on this label is all of its vital information including how it likes sun and how tall it will be, which the reader gets to see. Other little details are labeled throughout, including garden gloves and a Black-Capped Chickadee.
Since the illustrator, who is also the author, has used many mediums to create her pictures throughout the book, this would be a great time for a class of children to do the same. The class could pick leaves off the ground, and use them in artwork. They could also use paper, sticks, ribbon, seeds, and a variety of other objects to create their own leaves and trees. This book introduces children to the idea of planting their own trees, so each child could actually bring home a seedling and watch it grow in their own yard.
Where The Wild Things Are
Where The Wild Things Are. ISBN 978-0-06-443178-1. Maurice Sendak. 1963. Caldecott Medal. Ages 4-8. Caucasian.
Where the Wild Things Are by Maurice Sendak tells the story of young Max and where his imagination can lead him. When sent to his room by his mother for acting too wild and talking back, Max finds himself in a new land inhabited by other wild things. He soon becomes the leader of all wild things and throws a "wild rumpus" where all can dance, climb trees, and howl at the moon. Although he is having a fantastic time acting as wild as he pleases, it doesn't take long for him to realize that he misses home, so he heads back to his bedroom where his dinner is waiting for him.
Children have vivid, limitless imaginations that can take them anywhere they want to go. This book illustrates that well, by taking us into Max's imagination with drawings of a far away land and monster-like creatures. It also reminds children that though they may be frustrated with their parents disciplining their wild behaviors, it is done with love, and home is better than any other place they may be tempted to go. It would be good to ask students if they have ever felt like Max in the beginning of the story to open up a discussion about feelings and discipline. We could also talk about if the forest that grew in Max's room was real or not, and plant our own "forests" with seeds, cups, and dirt. We could also draw are own creatures. I'd end the unit by discussing how the students think Max felt when he finally returned home to his mom and a warm dinner.
Where the Wild Things Are by Maurice Sendak tells the story of young Max and where his imagination can lead him. When sent to his room by his mother for acting too wild and talking back, Max finds himself in a new land inhabited by other wild things. He soon becomes the leader of all wild things and throws a "wild rumpus" where all can dance, climb trees, and howl at the moon. Although he is having a fantastic time acting as wild as he pleases, it doesn't take long for him to realize that he misses home, so he heads back to his bedroom where his dinner is waiting for him.
Children have vivid, limitless imaginations that can take them anywhere they want to go. This book illustrates that well, by taking us into Max's imagination with drawings of a far away land and monster-like creatures. It also reminds children that though they may be frustrated with their parents disciplining their wild behaviors, it is done with love, and home is better than any other place they may be tempted to go. It would be good to ask students if they have ever felt like Max in the beginning of the story to open up a discussion about feelings and discipline. We could also talk about if the forest that grew in Max's room was real or not, and plant our own "forests" with seeds, cups, and dirt. We could also draw are own creatures. I'd end the unit by discussing how the students think Max felt when he finally returned home to his mom and a warm dinner.
Thursday, January 7, 2010
Olivia
Olivia. ISBN0-689-82953-1. Ian Falconer. 2000. Caldecott Honor. Age 3-7. Multicultural.
Olivia is a young pig who is full of energy and curiosity. The reader is allowed to take a glance into the life of Olivia, which is filled with activities that many young people and parents partake in. Her precocious personality adds humor to the story. Olivia tries on all of her clothes, moves her cat, wards off her younger brother Ian, goes to the beach, the museum, and gets into a bit of trouble. The end of the day brings bedtime, which also brings deal-making time with mom as to how many books will be read before bedtime. The book ends with Olivia's mother telling her that she wears her out, but that she loves her "anyway", which many teachers, parents, and children will relate to.
This book is a Caldecott Honor winner, which is apparent throughout, with the illustrations telling most of the story. Falconer, the author and illustrator, writes about how Olivia wears people out, then includes many little pictures of Olivia doing all sorts of things that kids do: singing loud songs, jump roping, kicking a ball, and playing with a yo-yo are a few. Olivia's trip to the museum is enhanced through illustration, as she imagines herself as one of the ballerinas in the Degas painting she is looking at. The reader is allowed to see what she is seeing as Falconer actually draws her into the painting.
Olivia could be used in the classroom to open up a conversation about what children enjoy doing with their free time, besides watching television and playing video games. The trip to the museum could spark a conversation about art and an introduction to the artists Degas and Pollock. The students could be encouraged to use their imaginations to make their own art, just as Olivia does.
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