The Golden Compass, by Philip Pullman, tells the story of Lyra Belacqua and her journey to find the truth. When Lyra begins to suspect that some of her friends have been kidnapped, she begins her trek North to find the missing children. What Lyra discovers is an orchestrated plan to separate children from their daemons . Throughout Lyra's adventure, she meets armored bears, witches, and eventually finds the missing children.
If I were to use this book in the classroom, I would use it to further a lesson on science fiction literature. I would have the class create their own fantasy stories and share with the class.
The Golden Compass. ISBN: 0-440-41832-1. Philip Pullman. 1995. Carnegie Medal. Ages 13+. Science Fiction. Fantasy.
Monday, March 29, 2010
The Giver
The Giver, by Lois Lowry, tells the story of Jonas and his "structured" Community. Jonas, age 12, lives in a community created in order to keep its residents safe. Safe from feelings, experiences, emotions, and most importantly, safe from individuality. As Jonas nears the Ceremony of Twelves, he wonders what "job" he will be selected for. When he receives the assignment of Receiver, he is excited, but nervous. The last Receiver did not finish her training, and elected to be released from the Community.
Jonas meets with the elder (The Giver) who will transmit past memories through hand to skin contact. Through touch, Jonas will experience color, snow, love, and a plethora of experiences, some of them painful.
However, Jonas soon realizes that he has been living without free will. All his choices have been made for him by the Community. Soon Jonas and the Giver develop a plan that will change Jonas and the Community forever. Jonas will escape from the community. His disappearance will lead to all his feelings being left to the community to feel. Jonas' sacrifice of leaving his home, will in turn, give the community the power of feelings, and making their own choices. A story of courage and conviction, The Giver envisions what our world would look like if power and control were absolute.
As a teacher I would use this text to further a discussion on power and control mechanisms. To begin with I would ask a few questions like, "What are your rights of passage?" and "In what ways is Jonas' community similar to ours?" These questions would be a good starting point to delve deeper into the issue of absolute control and what our world would be like if power got into the wrong hands. We could then discuss communities and countries in our world that are similar to Jonas' community and what they look like and who they are run by.
The Giver. ISBN 978-0-440-23768-6. Lois Lowry. 1993. Newbery Medal. Age 12-18. Science Fiction.
Jonas meets with the elder (The Giver) who will transmit past memories through hand to skin contact. Through touch, Jonas will experience color, snow, love, and a plethora of experiences, some of them painful.
However, Jonas soon realizes that he has been living without free will. All his choices have been made for him by the Community. Soon Jonas and the Giver develop a plan that will change Jonas and the Community forever. Jonas will escape from the community. His disappearance will lead to all his feelings being left to the community to feel. Jonas' sacrifice of leaving his home, will in turn, give the community the power of feelings, and making their own choices. A story of courage and conviction, The Giver envisions what our world would look like if power and control were absolute.
As a teacher I would use this text to further a discussion on power and control mechanisms. To begin with I would ask a few questions like, "What are your rights of passage?" and "In what ways is Jonas' community similar to ours?" These questions would be a good starting point to delve deeper into the issue of absolute control and what our world would be like if power got into the wrong hands. We could then discuss communities and countries in our world that are similar to Jonas' community and what they look like and who they are run by.
The Giver. ISBN 978-0-440-23768-6. Lois Lowry. 1993. Newbery Medal. Age 12-18. Science Fiction.
Saturday, March 27, 2010
Number the Stars
Synopsis:
Number the Stars, by Lois Lowry, is the story of ten-year-old Annemarie Johansen and her life growing up in Nazi occupied Copenhagen. When the Johansen's discover that the Nazi's are "relocating" the Jews, their efforts with the Resistance progress to help some of the Jews escape to neutral Sweden. Annemarie and her best friend Ellen, whom is Jewish, must both learn to be brave under the most atrocious circumstances.
Idea for Lesson Plan:
As a teacher, I would use this book to teach about human decency. As a class we would discuss the Holocaust, and read about other "less known" heroes during that time.
Critique:
Number the Stars is the story of Annemarie Johansen, a ten-year-old girl growing up in Nazi occupied Denmark as a Lutheran. Annemarie is an inquisitive, comforting, brave young girl. Lowry shows through dialogue and actions. Throughout the book, Annemarie questions the motive of the Nazi’s and why they are in her country. In a conversation with her father, Annemarie questions, “Papa, sometimes I wonder why the king wasn’t able to protect us. Why didn’t he fight the Nazi’s so that they wouldn’t come into Denmark with their guns (15)?” Her father then goes on to describe that Denmark has only a few soldiers, and would never be able to stand up to the Nazi’s. Annemarie then realizes that the Nazi’s are not in Sweden. This realization will become a pivotal fact to the story.
Annemarie is also comforting. When Ellen, Annemarie, and Kristi get stopped by the Nazi’s, Annemarie tries to make it sound like it was no big deal when her mother finds out what happened. Annemarie says, “Don’t worry. It wasn’t anything (7).” The text then goes on to explain Annemarie’s actions, “She told her mother and Mrs. Rosen of the incident, trying to make it sound humorous and unimportant (7).” There are many examples of Annemarie’s comforting ways throughout the novel. When she comforts Ellen after the Nazi’s have invaded their home, when her mother breaks her ankle at Uncle Henrik’s, and when she tells stories to her younger sister Kristi, among others.
Number the Stars takes place in Copenhagen, Denmark during World War II. The setting is integral to the story because it is about two young girls who are best friends; one is Lutheran and one is Jewish. Since Copenhagen was occupied by the Nazi’s during the war, Annemarie and Ellen would not have been able to be friends. Ellen would have been at risk to be sent to the concentration camps that were scattered throughout Europe. The beginning of the novel, paints a picture of idyllic Copenhagen, Lowry describes the scenery as Ellen and Annemarie are racing through the streets, “…past the small shops and cafes of her [Annemarie] neighborhood here in northeast Copenhagen. Laughing, she skirted an elderly lady in black who carried a shopping bag made of string. A young woman pushing a baby in a carriage moved aside to make way (2).” In these few sentences, Lowry describes Copenhagen through the eyes of an unaffected youth. As the story progresses, the Nazi’s presence is more apparent; they seem to be everywhere! The Nazi’s are on the train, they are in the country; they are even at the fishing docks. This shows that Ellen, her family, and all the Jews in Copenhagen are at risk. True to history, Lowry captures occupied Copenhagen with accuracy.
The theme of Number the Stars is not only bravery, but also human decency. Thousands of Jewish people escaped Nazi occupied Denmark with the help of ordinary concerned citizens. Without the bravery and compassion exhibited by “the Resistance” many Jewish people’s fate would have been in the Nazi’s hands. Courage and acceptance are revealed through the actions of Annemarie, her family, and the Resistance. Number the Stars teaches an important lesson about tolerance and open-mindedness.
Number the Stars. ISBN 0-440-40327-8. Lois Lowry. 1999. Newbery Medal. Ages 10+. Historical Fiction.
Friday, March 26, 2010
Roll of Thunder, Hear My Cry
Roll of Thunder, Hear My Cry, by Mildren D. Taylor, is the story of the Logan family and their struggles in Mississippi during the Great Depression. Cassie, the only daughter in the Logan family, is a rambunctious, outspoken child. She is just starting to feel the effect of racism in the South and will not stand for it. When she is shopping at the local grocery and Mr. Wallace helps a little white girl before helping Stacey, Cassie will not sit idly by. She steps up to Mr. Wallace. However, the outcome is not what Cassie had envisioned. Throughout the story, there are many examples just like this. Cassie is learning what it means to be Black in the South.
I would use this book to further a discussion on racism. This book is a great example of narrative historical fiction. I would couple this book with other books on the subject of racism.
I would use this book to further a discussion on racism. This book is a great example of narrative historical fiction. I would couple this book with other books on the subject of racism.
Thursday, March 25, 2010
The Great Gilly Hopkins
The Great Gilly Hopkins, by Katherine Paterson, is the story of 11 year-old Galadriel "Gilly" Hopkins. The book opens with Gilly entering her newest foster home. Throughout her young life, Gilly has lived in various foster homes; never able to stay in one place long. Miss Ellis, Gilly's social worker is bringing Gilly to Ms. Trotter's home. Defiant and stubborn, Gilly is determined to make life difficult for "Trotter" and her foster brother W.E.
Gilly longs to be with her biological mother, Courtney, who lives in California. One day, Gilly writes a letter to her mother and dishonestly makes the claim that Trotter is an unfit foster mom and that she lives in an unhealthy home. However, after Gilly sends the letter, she starts to love Trotter and W.E.
After the letter is sent, Gilly's maternal grandmother comes to take Gilly home with her. Reluctantly,Gilly complies and leaves the foster family she learned to love. Through this experience, Gilly learns that family is everywhere, and that everyone deserves love.
If I were to teach this book in the classroom, I would use it to further a discussion on family. We would discuss the plethora of different families and that biological family is not the only type of family.
The Great Gilly Hopkins. ISBN 0-690-03837-2. Katherine Paterson. 1978. Newbery Honor Book. Age 9+. Fiction.
Gilly longs to be with her biological mother, Courtney, who lives in California. One day, Gilly writes a letter to her mother and dishonestly makes the claim that Trotter is an unfit foster mom and that she lives in an unhealthy home. However, after Gilly sends the letter, she starts to love Trotter and W.E.
After the letter is sent, Gilly's maternal grandmother comes to take Gilly home with her. Reluctantly,Gilly complies and leaves the foster family she learned to love. Through this experience, Gilly learns that family is everywhere, and that everyone deserves love.
If I were to teach this book in the classroom, I would use it to further a discussion on family. We would discuss the plethora of different families and that biological family is not the only type of family.
The Great Gilly Hopkins. ISBN 0-690-03837-2. Katherine Paterson. 1978. Newbery Honor Book. Age 9+. Fiction.
Sunday, March 21, 2010
The Latehomecomer
Synopsis:
The Latehomecomer: A Hmong Family Memoir, by Kao Kalia Yang, is a beautiful book written by a young Hmong woman from St. Paul, MN. The story followers her families immigration to the United States and the hardships and triumphs that pursue. Yang lyrically captures her family history, as well as, their journey through Laos, to refugee camps in Thailand, and finally America. Along the way, stories are told, lessons are learned, and her family bond remains.
Idea for Lesson Plan:
After reading this book, I would have my students write their own memoirs. They would focus on a specific part of their lives. We would also use this book to learn more about Hmong culture. Since Minnesota has a large Hmong population, it is important for students to learn about Hmong traditions, beliefs, and personal experiences. The Latehomecomer is a beautiful and honest example of history as told through the eyes of a young Hmong woman.
Critique:
Kao Kalia Yang reveals her family through candid and heartfelt memories. From the beginning of her memoir, Yang gives the reader an accurate picture of her family members and how her culture and their experience has influenced her life. Through dialogue and narration, Yang carries the reader on her family's journey to America. True to life, Yang and her family have had adjustments to make. However, it was important to assimilate in America, without losing their authentic culture.
Set in Laos, Thailand, and America, Yang describes the living conditions in her family's original home in Laos, the refugee camps in Thailand, and their meager residences in Minnesota. In each location, Yang makes it apparent how her family has had to adjust to the best of their ability to each home.
Through description Yang has lyrically captured her experience as a Hmong woman and how intertwined and connected she is to not only her immediate family, but also her very large extended family. The Latehomecomer magnificently illustrates one woman's experience growing up Hmong, and reveals her close connection with her culture and family.
The Latehomecomer. ISBN 978-1-56689-208-7. Kao Kalia Yang. 2008. 2009 Minnesota Book Award for Memoir/Create Non-Fiction. Ages 15+. Hmong Non-Fiction. Memoir.
The Latehomecomer: A Hmong Family Memoir, by Kao Kalia Yang, is a beautiful book written by a young Hmong woman from St. Paul, MN. The story followers her families immigration to the United States and the hardships and triumphs that pursue. Yang lyrically captures her family history, as well as, their journey through Laos, to refugee camps in Thailand, and finally America. Along the way, stories are told, lessons are learned, and her family bond remains.
Idea for Lesson Plan:
After reading this book, I would have my students write their own memoirs. They would focus on a specific part of their lives. We would also use this book to learn more about Hmong culture. Since Minnesota has a large Hmong population, it is important for students to learn about Hmong traditions, beliefs, and personal experiences. The Latehomecomer is a beautiful and honest example of history as told through the eyes of a young Hmong woman.
Critique:
Kao Kalia Yang reveals her family through candid and heartfelt memories. From the beginning of her memoir, Yang gives the reader an accurate picture of her family members and how her culture and their experience has influenced her life. Through dialogue and narration, Yang carries the reader on her family's journey to America. True to life, Yang and her family have had adjustments to make. However, it was important to assimilate in America, without losing their authentic culture.
Set in Laos, Thailand, and America, Yang describes the living conditions in her family's original home in Laos, the refugee camps in Thailand, and their meager residences in Minnesota. In each location, Yang makes it apparent how her family has had to adjust to the best of their ability to each home.
Through description Yang has lyrically captured her experience as a Hmong woman and how intertwined and connected she is to not only her immediate family, but also her very large extended family. The Latehomecomer magnificently illustrates one woman's experience growing up Hmong, and reveals her close connection with her culture and family.
The Latehomecomer. ISBN 978-1-56689-208-7. Kao Kalia Yang. 2008. 2009 Minnesota Book Award for Memoir/Create Non-Fiction. Ages 15+. Hmong Non-Fiction. Memoir.
Friday, March 19, 2010
Scorpions
Scorpions, by Walter Dean Myers, is an honest look into the life of a poor, inner city youth and the daily struggles he encounters. Jamel, the main character, is a twelve year old boy who lives in Harlem with his over-worked mother, and younger sister. Jamal tries to do the right thing, but is heavily influenced by his neighborhood. Everyday Jamal is surrounded by violence, drugs, and poverty; elements that make it nearly impossible for him to escape.
The novel opens in Jamal's home while he is waiting with his sister for their mother to come home from work. Through dialogue and 3rd person narration, the reader enters Jamal's world. When Jamal is first introduced to Mack, Jamal believes that he must become the leader of the Scorpions in order to get his brother out of jail. But, as the novel progresses, Jamal discovers the dangers involved in gang life. Jamal must decide what is more important, protection or personal respect.
When Jamal acquires a gun, he is given a false sense of bravery and safety. However, the gun seems to be causing trouble for Jamal, and his best friend Tito. Jamal and Tito soon find themselves in a bad situation, in which Tito winds up shooting the gun to protect Jamal. However, the release of that bullet cost a young man his life. Inevitably, Tito winds up leaving Harlem for Puerto Rico. Jamal stays in Harlem to battle each day as a young man struggling to survive.
If I used this novel for a unit in literature, I would focus on several themes throughout the book. One theme in particular would be friendship. I would have my students analyze the relationship between Jamal and Tito, and then write an essay on whether or not their relationship was healthy or toxic by giving examples that support their claim.
Scorpions. ISBN-13: 978-0-06-4477066-7. Water Dean Myers. 1988. Newbery Honor Award. Age 14-18. African American Fiction.
The novel opens in Jamal's home while he is waiting with his sister for their mother to come home from work. Through dialogue and 3rd person narration, the reader enters Jamal's world. When Jamal is first introduced to Mack, Jamal believes that he must become the leader of the Scorpions in order to get his brother out of jail. But, as the novel progresses, Jamal discovers the dangers involved in gang life. Jamal must decide what is more important, protection or personal respect.
When Jamal acquires a gun, he is given a false sense of bravery and safety. However, the gun seems to be causing trouble for Jamal, and his best friend Tito. Jamal and Tito soon find themselves in a bad situation, in which Tito winds up shooting the gun to protect Jamal. However, the release of that bullet cost a young man his life. Inevitably, Tito winds up leaving Harlem for Puerto Rico. Jamal stays in Harlem to battle each day as a young man struggling to survive.
If I used this novel for a unit in literature, I would focus on several themes throughout the book. One theme in particular would be friendship. I would have my students analyze the relationship between Jamal and Tito, and then write an essay on whether or not their relationship was healthy or toxic by giving examples that support their claim.
Scorpions. ISBN-13: 978-0-06-4477066-7. Water Dean Myers. 1988. Newbery Honor Award. Age 14-18. African American Fiction.
Uncle Jed's Barbershop
Uncle Jed's Barbershop, by Margaree King Mitchell, is the story of Sarah Jean's uncle Jedediah Johnson. Uncle Jed's dream was to own a barbershop. He cut hair all around the countryside, and saved every penny he earned. When Sarah Jean was five years old, she became very ill. She would need an operation costing $300! Her family did not have that kind of money, but when Uncle Jed heard about this, he drained is savings to save Sarah Jean's life. A few years later, Uncle Jed had just about enough money to open his barbershop, but the banks were failing, and once again, Uncle Jed lost his money. However, Uncle Jed persevered and started cutting hair and saving money...again. Years later, Uncle Jed would finally open his barbershop. He had everything he wanted, and it was that much better because he had to work so hard for it.
As a teacher, I would use this book to teach a lesson on perseverance. I would have my students tell me about a time they really wanted something and had to work really hard to get it. Also, this book would be a good supplement to a discussion on the effects of the Depression on African Americans in the South.
Uncle Jed's Barbershop. ISBN 0-671-76969-3. Margaree King Mitchell. James Ransome. 1993. Coretta Scott King Honor Award for Illustration. Ages 9-12. African American Fiction.
As a teacher, I would use this book to teach a lesson on perseverance. I would have my students tell me about a time they really wanted something and had to work really hard to get it. Also, this book would be a good supplement to a discussion on the effects of the Depression on African Americans in the South.
Uncle Jed's Barbershop. ISBN 0-671-76969-3. Margaree King Mitchell. James Ransome. 1993. Coretta Scott King Honor Award for Illustration. Ages 9-12. African American Fiction.
The Snoop
The Snoop, by Jane Resh Thomas, is a simple story about a girl who visits a farm with her grandmother and learns a valuable lesson. When Ellen and Bon arrive at Bon's friend's home, Bon warns Ellen not to go snooping around. Ellen of course, is a curious young girl, so the urge to look through people's things is just too strong. The moment Bon leaves the room, Ellen decides that, "just looking wouldn't be snooping (11)," so she opens a drawer and is fascinated by the ordinary objects inside. When Bon's voice startles Ellen, she drops the necklace she was holding and the beads fly everywhere! Quickly trying to pick up the beads, Ellen stuffs them back into the drawer and rushes downstairs.
Throughout the day, the bead incident is pulling at Ellen's heart. She broke her promise not to snoop, and she wrecked a necklace because of it. When Ellen is caught snooping again by the owner of the home, Janet, she is afraid Bon will tell her mother. However, Janet takes Ellen through the objects in each drawer, and even explains where the broken necklace came from.
At the end of the trip, Ellen has learned that if she is curious, she only need to ask questions and she will get answers; there is no need to snoop. She also learns more about who her grandmother is. Instead of snooping, in order to investigate an object or a person, all we have to do is ask.
If I were to use this book in a unit, I would focus on the relationship between Bon and Ellen. I would ask my students to find an adult and interview that person about an object that has meaning to them. For example, when my grandmother died, she gave my mom her wedding ring. This is very special to my mom because it not only was my grandma's, but it symbolized my grandparent's loving marriage. After the interview was conducted, I would assign a short essay highlighting their findings.
The Snoop. ISBN 0-395-85821-6. Jane Resh Thomas. Ronald Himler. 1999. Kerlan Award. Age 9-12. Children's fiction.
Throughout the day, the bead incident is pulling at Ellen's heart. She broke her promise not to snoop, and she wrecked a necklace because of it. When Ellen is caught snooping again by the owner of the home, Janet, she is afraid Bon will tell her mother. However, Janet takes Ellen through the objects in each drawer, and even explains where the broken necklace came from.
At the end of the trip, Ellen has learned that if she is curious, she only need to ask questions and she will get answers; there is no need to snoop. She also learns more about who her grandmother is. Instead of snooping, in order to investigate an object or a person, all we have to do is ask.
If I were to use this book in a unit, I would focus on the relationship between Bon and Ellen. I would ask my students to find an adult and interview that person about an object that has meaning to them. For example, when my grandmother died, she gave my mom her wedding ring. This is very special to my mom because it not only was my grandma's, but it symbolized my grandparent's loving marriage. After the interview was conducted, I would assign a short essay highlighting their findings.
The Snoop. ISBN 0-395-85821-6. Jane Resh Thomas. Ronald Himler. 1999. Kerlan Award. Age 9-12. Children's fiction.
Sunday, March 14, 2010
The Latehomecomer Yopp & Yopp Activity
For this Yopp & Yopp activity, I have chosen the Double Entry Journal activity. I thought this activity would be appropriate for a non-fiction book. I am sure most of you have done double entry journals, but for review, I will explain. While reading, you find a quote that resonates with you, you write it down, and then you explain why you chose that particular quote. It may be because it made you question your own ideals, or you liked the way it was written, or it taught you something new.
For this during reading activity, please find 3 quotes you like and respond to why you liked the quote.
For example:
Before babies are born they live in the sky where
they fly among the clouds. The sky is a happy place
and calling babies down to earth is not an easy
thing to do. From the sky, babies can see the course
of human lives.
This is what the Hmong children of my genea-
tion are told by our mothers and fathers, by our
grandmothers and grandfathers.
They teach us that we have chosen our lives. That
the people who we would become we had inside of
us from the beginning, and the people whose
worlds we share, whose memories we hold strong
inside of us, we have always known.
From the sky, I would come again.
This passage is from the very beginning of The Late Homecomer. I especially liked this passage because it sounded really lovely and melodic. Also, it is very close to what I believe. This shows me that even though I am not Hmong, I, as a Caucasian American can have beliefs that are similar to a group of people so very outwardly different from me. This though reiterates to me that we are not much different from each other.
Your quotes will probably be much shorter, but this passage was too powerful to not comment on. Enjoy the book!
For this during reading activity, please find 3 quotes you like and respond to why you liked the quote.
For example:
Before babies are born they live in the sky where
they fly among the clouds. The sky is a happy place
and calling babies down to earth is not an easy
thing to do. From the sky, babies can see the course
of human lives.
This is what the Hmong children of my genea-
tion are told by our mothers and fathers, by our
grandmothers and grandfathers.
They teach us that we have chosen our lives. That
the people who we would become we had inside of
us from the beginning, and the people whose
worlds we share, whose memories we hold strong
inside of us, we have always known.
From the sky, I would come again.
This passage is from the very beginning of The Late Homecomer. I especially liked this passage because it sounded really lovely and melodic. Also, it is very close to what I believe. This shows me that even though I am not Hmong, I, as a Caucasian American can have beliefs that are similar to a group of people so very outwardly different from me. This though reiterates to me that we are not much different from each other.
Your quotes will probably be much shorter, but this passage was too powerful to not comment on. Enjoy the book!
Sunday, March 7, 2010
The Invention of Hugo Cabret
Synopsis:
The Invention of Hugo Cabret, by Brian Selznick, is the story of a young orphaned boy struggling to survive in Paris at the turn of the 20th century. Since his father and uncle died, Hugo has been running the clocks at the Paris train station. Poor and alone, Hugo spends most of his time working on his automaton and inspecting his father's notebook; the last remaining pieces of his father's legacy. When Hugo meets Isabelle, the goddaughter of the toy booth owner, Hugo begins to unravel the mystery of the automaton. Hugo and Isabelle work together to mend and unlock the automaton. When Isabelle steals a key from her godmother, Hugo knows that is the one missing piece to make his automaton work. When they insert the key, the automaton draws a picture. This picture leads to the discovery of who her godfather really is. Together, Isabelle and Hugo discover that her godfather was a famous director and made hundreds of movies. By the novel's end, Hugo has discovered that his father did in fact leave a message in the automaton for him - to dream and believe in yourself.
Idea for Lesson Plan:
As a teacher, I would use this book to supplement a lesson on fiction writing. Each student would write a short story and incorporate pictures throughout. Similar to the technique Selznick used in The Invention of Hugo Cabret, my students would imitate this through their story stories. The illustrations would show that sometimes a picture says more than words can describe.
Critique:
Hugo Cabret, a twelve-year-old Parisian boy, lives in the walls of Paris' train station tending to the various clocks. Hugo is a tenacious, brave young boy. After the death of his father and uncle, Hugo continues to maintain the clocks despite his desperate financial state, and courageously does what he can to keep his father's legacy alive via the automaton. Because of Hugo's deep desire to fix the automaton, the reader develops a fondness toward Hugo. By stealing from the toy booth, Hugo disregards his fear of being caught for the bigger reward of fixing the automaton. It is through this spirit of determination that the reader begins to care for Hugo.
The plot of The Invention of Hugo Cabret is constantly leading to more revelations with each conflict resolution. When Isabelle and Hugo unlock the automaton, they discover the drawing that leads to further discovery. Through the drawing, and specifically the signature at the bottom, Hugo and Isabelle discover that Isabelle's godfather was a famous movie maker. The automaton drew a picture of Hugo's father's favorite movie - a movie that Isabelle's godfather made. Through this discovery, Hugo realizes the magic in life and dedicates his life to creating magic.
This 525 page book is full of interesting text coupled with detailed illustrations and real pictures. Selznick's technique of using illustrations to supplement the text, enhances the "silent movie-esque" style of the novel. The use of drawings makes the reader use his or her imagination and bring their own view to the story. Similar to the viewing of a movie, each person brings differing perspectives which can affect their interpretation of the story. Selznick has successfully captured a "moving picture" in a novel.
The Invention of Hugo Cabret. ISNB-13: 978-0-439-81378-5. Brian Selznick. 2007. National Book Award Finalist. Ages 12+. Fiction. Historical Fiction.
The Invention of Hugo Cabret, by Brian Selznick, is the story of a young orphaned boy struggling to survive in Paris at the turn of the 20th century. Since his father and uncle died, Hugo has been running the clocks at the Paris train station. Poor and alone, Hugo spends most of his time working on his automaton and inspecting his father's notebook; the last remaining pieces of his father's legacy. When Hugo meets Isabelle, the goddaughter of the toy booth owner, Hugo begins to unravel the mystery of the automaton. Hugo and Isabelle work together to mend and unlock the automaton. When Isabelle steals a key from her godmother, Hugo knows that is the one missing piece to make his automaton work. When they insert the key, the automaton draws a picture. This picture leads to the discovery of who her godfather really is. Together, Isabelle and Hugo discover that her godfather was a famous director and made hundreds of movies. By the novel's end, Hugo has discovered that his father did in fact leave a message in the automaton for him - to dream and believe in yourself.
Idea for Lesson Plan:
As a teacher, I would use this book to supplement a lesson on fiction writing. Each student would write a short story and incorporate pictures throughout. Similar to the technique Selznick used in The Invention of Hugo Cabret, my students would imitate this through their story stories. The illustrations would show that sometimes a picture says more than words can describe.
Critique:
Hugo Cabret, a twelve-year-old Parisian boy, lives in the walls of Paris' train station tending to the various clocks. Hugo is a tenacious, brave young boy. After the death of his father and uncle, Hugo continues to maintain the clocks despite his desperate financial state, and courageously does what he can to keep his father's legacy alive via the automaton. Because of Hugo's deep desire to fix the automaton, the reader develops a fondness toward Hugo. By stealing from the toy booth, Hugo disregards his fear of being caught for the bigger reward of fixing the automaton. It is through this spirit of determination that the reader begins to care for Hugo.
The plot of The Invention of Hugo Cabret is constantly leading to more revelations with each conflict resolution. When Isabelle and Hugo unlock the automaton, they discover the drawing that leads to further discovery. Through the drawing, and specifically the signature at the bottom, Hugo and Isabelle discover that Isabelle's godfather was a famous movie maker. The automaton drew a picture of Hugo's father's favorite movie - a movie that Isabelle's godfather made. Through this discovery, Hugo realizes the magic in life and dedicates his life to creating magic.
This 525 page book is full of interesting text coupled with detailed illustrations and real pictures. Selznick's technique of using illustrations to supplement the text, enhances the "silent movie-esque" style of the novel. The use of drawings makes the reader use his or her imagination and bring their own view to the story. Similar to the viewing of a movie, each person brings differing perspectives which can affect their interpretation of the story. Selznick has successfully captured a "moving picture" in a novel.
The Invention of Hugo Cabret. ISNB-13: 978-0-439-81378-5. Brian Selznick. 2007. National Book Award Finalist. Ages 12+. Fiction. Historical Fiction.
Friday, February 26, 2010
Number the Stars
Number the Stars, by Lois Lowry, is the story of ten-year-old Annemarie Johansen and her life growing up in Nazi occupied Copenhagen. When the Johansen's discover that the Nazi's are "relocating" the Jews, their efforts with the Resistance progress to help some of the Jews escape to neutral Sweden. Annemarie and her best friend Ellen, whom is Jewish, must both learn to be brave under the most atrocious circumstances.
As a teacher, I would use this book to teach about human decency. As a class we would discuss the Holocaust, and read about other "less known" heroes during that time.
Number the Stars. ISBN 0-440-40327-8. Lois Lowry. 1999. Newbery Medal. Ages 10+. Historical Fiction.
As a teacher, I would use this book to teach about human decency. As a class we would discuss the Holocaust, and read about other "less known" heroes during that time.
Number the Stars. ISBN 0-440-40327-8. Lois Lowry. 1999. Newbery Medal. Ages 10+. Historical Fiction.
Thursday, February 25, 2010
Kira-Kira
Kira-Kira, by Cynthia Kadohata, is the enduring story of two Japanese American sisters coming of age in the South during the 1950's. Chronicling the young life of Katie Takeshime from the ages six to eleven, Kira-Kira will captivate the reader's heart by exemplifying the extraordinary bond between sisters. Katie's earliest memory is of her older sister, Lynn. Katie has always followed in her sister's footsteps, but when Lynn becomes sick, Katie must accept the role as eldest. Kira-Kira also illustrates the hardships of Japanese American families living in the segregated South. Both Katie's mother and father work in the local factories for long hours and minimal pay. Tired, but not defeated, Katie's family epitomizes the spirit of moving forward toward your dream.
As a teacher, I would use this book to teach about Japanese American life post World War II. I would also use this book along with the book, A Summer to Die, by Lois Lowry. Both stories chronicle the lives of two sick, young women and the reaction from their families. As a class, we would compare and contrast these novels.
Kira-Kira. ISBN 0-689-85639-3. Cynthia Kadohata. 2004. Newbery Medal. Ages 10+. Japanese American Fiction.
As a teacher, I would use this book to teach about Japanese American life post World War II. I would also use this book along with the book, A Summer to Die, by Lois Lowry. Both stories chronicle the lives of two sick, young women and the reaction from their families. As a class, we would compare and contrast these novels.
Kira-Kira. ISBN 0-689-85639-3. Cynthia Kadohata. 2004. Newbery Medal. Ages 10+. Japanese American Fiction.
Bud, Not Buddy
Bud, Not Buddy, by Christopher Paul Curtis, is the story of ten-year-old Bud Caldwell. Orphaned at age six, Bud has been in and out of foster homes throughout his young life. When his foster family banishes him to sleep in the shed, Bud embarks on a journey to find his real father. Along the way, Bud makes new friends, learns new lessons, and finds a family of his own.
Similar to Maniac Magee, by Jerry Spinelli, Bud, Not Buddy brings the reader on a journey though the Depression in Michigan, as told through the eyes of a young African American.
As a teacher, I would use this book to teach a lesson family. I would have my students to interview their parent or guardian, and have that person tell a story about themselves. My students would then type a paper from their interview questions, and also what this lesson taught them regarding the importance of oral history. It would also be fun to read both Bud, Not Buddy and Maniac Magee, and compare and contrast both Jeffrey and Bud.
Bud, Not Buddy. ISBN 0-439-22188-9. Christopher Paul Curtis. 1999. Newbery Medal. Ages 10 +. African American Fiction.
Similar to Maniac Magee, by Jerry Spinelli, Bud, Not Buddy brings the reader on a journey though the Depression in Michigan, as told through the eyes of a young African American.
As a teacher, I would use this book to teach a lesson family. I would have my students to interview their parent or guardian, and have that person tell a story about themselves. My students would then type a paper from their interview questions, and also what this lesson taught them regarding the importance of oral history. It would also be fun to read both Bud, Not Buddy and Maniac Magee, and compare and contrast both Jeffrey and Bud.
Bud, Not Buddy. ISBN 0-439-22188-9. Christopher Paul Curtis. 1999. Newbery Medal. Ages 10 +. African American Fiction.
Monday, February 22, 2010
Godless
Synopsis:
Godless, by Pete Hautman is the story of the summer 17-year-old Jason Bock created a new religion. After having a "spiritual experience" under the town's water tower, the Church of the Ten-Legged God is formed. Godless delves into the personal meaning of religion, and what "freedom of religion" really means.
Idea for Lesson Plan:
The novel, Godless, would be a good supplement to a unit in Social Studies on world religions. Not only is this book a good example of how religions are started, but could be used for debate on whether or not the students believe the CTG was a cult, or a religion and what the difference is.
Critique:
Main character, Jason Bock, is big. Weighing 250 pounds, he is "coordinated," "fast," and can "grab a fly out of midair." However, when it comes to the bully Henry Stagg, Jason cowers. Henry has power...power that Jason respects. Author, Pete Hautman creates real, relatable characters through Shinn, Jason's nerdy, wimpy best-friend, Magda, the beautiful tease, whom Jason and Henry have a crush on, and Dan, plain Dan, a quiet, unsure friend. Together, this diverse group of friends, embark on a journey that will leave each character changed. By the end of the summer, Shinn, Dan, Jason, Magda, and Henry are left to ponder the strength of religion and what it means to each of them.
By creating the Church of the Ten-Legged God (CTG), Jason realizes that there is more to creating a religion than just appointing leaders. When the members of the CTG get in deep trouble, each member must decide for themselves whether or not they believe in the "ten-legged god."
Told in first person narration by Jason, the reader knows Jason's thoughts and can understand why Jason is questioning his Catholic upbringing. Through the theme of questioning religion, Hautman takes the reader on a journey into the lives of five high school students and their collective quest to find a religion they believe in.
Godless. ISBN-13: 978-0-689-86278-6. Pete Hautman. 2004. National Book Award Winner. Ages 14 & up. Young Adult Fiction.
Godless, by Pete Hautman is the story of the summer 17-year-old Jason Bock created a new religion. After having a "spiritual experience" under the town's water tower, the Church of the Ten-Legged God is formed. Godless delves into the personal meaning of religion, and what "freedom of religion" really means.
Idea for Lesson Plan:
The novel, Godless, would be a good supplement to a unit in Social Studies on world religions. Not only is this book a good example of how religions are started, but could be used for debate on whether or not the students believe the CTG was a cult, or a religion and what the difference is.
Critique:
Main character, Jason Bock, is big. Weighing 250 pounds, he is "coordinated," "fast," and can "grab a fly out of midair." However, when it comes to the bully Henry Stagg, Jason cowers. Henry has power...power that Jason respects. Author, Pete Hautman creates real, relatable characters through Shinn, Jason's nerdy, wimpy best-friend, Magda, the beautiful tease, whom Jason and Henry have a crush on, and Dan, plain Dan, a quiet, unsure friend. Together, this diverse group of friends, embark on a journey that will leave each character changed. By the end of the summer, Shinn, Dan, Jason, Magda, and Henry are left to ponder the strength of religion and what it means to each of them.
By creating the Church of the Ten-Legged God (CTG), Jason realizes that there is more to creating a religion than just appointing leaders. When the members of the CTG get in deep trouble, each member must decide for themselves whether or not they believe in the "ten-legged god."
Told in first person narration by Jason, the reader knows Jason's thoughts and can understand why Jason is questioning his Catholic upbringing. Through the theme of questioning religion, Hautman takes the reader on a journey into the lives of five high school students and their collective quest to find a religion they believe in.
Godless. ISBN-13: 978-0-689-86278-6. Pete Hautman. 2004. National Book Award Winner. Ages 14 & up. Young Adult Fiction.
Sunday, February 21, 2010
Big Mouth & Ugly Girl
Synopsis:
Big Mouth & Ugly Girl is the story of Ursula Riggs and Matt Donaghy as they struggle to find their way through high school in their judgmental town. Both Matt and Ursula will be challenged to "forgive and forget" or "forget and forgive" in the wake of their own personal and public dilemmas.
Idea for Lesson Plan:
This novel could be used to facilitate a discussion of the pressures of high school and how students react to them. As a teacher using this novel in my curriculum, I would have my students act this novel out as a play. Assigning students to the various characters would help them go deeper into the text and really navigate around the feelings of the characters.
Critique:
In Joyce Carol Oates' first young adult novel, she creates two main characters who are both quite multi-dimensional. In the beginning of the novel, Oates contrasts the popular, smart, and witty Matt Donaghy with the sullen, "ugly," angry Ursula Riggs. However, by the end of the novel, the reader knows Matt and Ursula as more compassionate and tolerant. As evident in the end of the novel, Ursula cries two times: once when she realizes that her Dad really does love her, and the other, when Matt and she hug on the last page. This shows Ursula is tapping into her softer side.
Both Ursula and Matt are challenged to remain true to themselves throughout the novel. Beginning with Matt's ability to cope with the drama that surrounds the "bomb threat" accusation. Because of the situation Matt is in, Ursula is introduced into Matt's life. Together Ursula and Matt form a bond that defies the social standing of their "elite" East Coast town. As Matt discovers what it means to be independent of societal pressures, Ursula learns to let her guard down.
Various high school issues and themes are rampant in Big Mouth & Ugly Girl. Oates has captured the clique infested, judging, small minded world of high school by chronicling four months in the life of 11th graders Ursula and Matt. Emerging themes such as, school shootings, individuality, and maintaining true friendships are a few of the themes Oates touches on. As Matt and Ursula navigate through their young lives, they are both tested by the people who surround them, and are both challenged to remain their authentic selves and true to their character.
Big Mouth & Ugly Girl is written in both 1st person and 3rd person, and is told in narration and email form. By using these techniques, the reader can get into the mind of Ursula, and know what Matt is doing. Both characters come together to create a well crafted story.
Big Mouth & Ugly Girl. ISBN 0-06-623756-4. Joyce Carol Oates. 2002. ALA Best Book for Young Adults. Age 14 & up. Young Adult Fiction.
Big Mouth & Ugly Girl is the story of Ursula Riggs and Matt Donaghy as they struggle to find their way through high school in their judgmental town. Both Matt and Ursula will be challenged to "forgive and forget" or "forget and forgive" in the wake of their own personal and public dilemmas.
Idea for Lesson Plan:
This novel could be used to facilitate a discussion of the pressures of high school and how students react to them. As a teacher using this novel in my curriculum, I would have my students act this novel out as a play. Assigning students to the various characters would help them go deeper into the text and really navigate around the feelings of the characters.
Critique:
In Joyce Carol Oates' first young adult novel, she creates two main characters who are both quite multi-dimensional. In the beginning of the novel, Oates contrasts the popular, smart, and witty Matt Donaghy with the sullen, "ugly," angry Ursula Riggs. However, by the end of the novel, the reader knows Matt and Ursula as more compassionate and tolerant. As evident in the end of the novel, Ursula cries two times: once when she realizes that her Dad really does love her, and the other, when Matt and she hug on the last page. This shows Ursula is tapping into her softer side.
Both Ursula and Matt are challenged to remain true to themselves throughout the novel. Beginning with Matt's ability to cope with the drama that surrounds the "bomb threat" accusation. Because of the situation Matt is in, Ursula is introduced into Matt's life. Together Ursula and Matt form a bond that defies the social standing of their "elite" East Coast town. As Matt discovers what it means to be independent of societal pressures, Ursula learns to let her guard down.
Various high school issues and themes are rampant in Big Mouth & Ugly Girl. Oates has captured the clique infested, judging, small minded world of high school by chronicling four months in the life of 11th graders Ursula and Matt. Emerging themes such as, school shootings, individuality, and maintaining true friendships are a few of the themes Oates touches on. As Matt and Ursula navigate through their young lives, they are both tested by the people who surround them, and are both challenged to remain their authentic selves and true to their character.
Big Mouth & Ugly Girl is written in both 1st person and 3rd person, and is told in narration and email form. By using these techniques, the reader can get into the mind of Ursula, and know what Matt is doing. Both characters come together to create a well crafted story.
Big Mouth & Ugly Girl. ISBN 0-06-623756-4. Joyce Carol Oates. 2002. ALA Best Book for Young Adults. Age 14 & up. Young Adult Fiction.
Friday, February 12, 2010
The City of Ember
The City of Ember, by Jeanne DuPrau, is a story of the adventure 12 year old Lina and Doon partake in. Their city, Ember, is running out of supplies and the generator which runs the light source is getting old and causing the lights to go out. When Lina's sister accidentally discovers a document, Lina instinctively knows it is important. However, her baby sister has chewed and drooled on most of the paper; now Lina must decipher what was once written. Together, Lina and Doon solve the mystery of the document by asking some reliable townspeople. They soon discover that the document is instructions out of Ember! Gathering what they will need for their journey into the unknown, Lina, her baby sister, and Doon travel down the underground river to what they hope will be the city of light.
As a teacher I would use this book to further a discussion on reliable energy sources and sustainable cities. Together we would discuss if a place like Ember could really exist in the future, and if it would be a good idea.
The City of Ember. ISBN 0-375-82274-7. Jeanne DuPrau. 2003. IRA Children's Choice. Age 9-13. Science Fiction. Fantasy.
As a teacher I would use this book to further a discussion on reliable energy sources and sustainable cities. Together we would discuss if a place like Ember could really exist in the future, and if it would be a good idea.
The City of Ember. ISBN 0-375-82274-7. Jeanne DuPrau. 2003. IRA Children's Choice. Age 9-13. Science Fiction. Fantasy.
Thursday, February 11, 2010
The Giver
The Giver, by Lois Lowry, tells the story of the Jonas and his "structured" Community. Jonas, age 12, lives in a community created in order to keep its residents safe. Safe from feelings, experiences, emotions, and most importantly, safe from individuality. As Jonas nears the Ceremony of Twelves, he wonders what "job" he will be selected for. When he receives the assignment of Receiver, he is excited, but nervous. The last Receiver did not finish her training, and elected to be released from the Community.
Jonas meets with the elder (The Giver) who will transmit past memories through hand to skin contact. Through touch, Jonas will experience color, snow, love, and a plethora of experiences, some of them painful. Jonas soon realizes that he has been living without free will. All his choices have been made for him by the Community. Soon Jonas and the Giver develop a plan that will change Jonas and the Community forever. A true story of courage and conviction, The Giver envisions what our world would look like if power and control were absolute.
As a teacher I would use this text to further a discussion on power and control mechanisms. To begin with I would ask a few questions like, "What are your rights of passage?" and "In what ways is Jonas' community similar to ours?" These questions would be a good starting point to delve deeper into the issue of absolute control and what our world would be like if power got into the wrong hands. We could then discuss communities and countries in our world that are similar to Jonas' community and what they look like and who they are run by.
The Giver. ISBN 978-0-440-23768-6. Lois Lowry. 1993. Newbery Medal. Age 12-18. Science Fiction.
Sunday, February 7, 2010
Monster
Synopsis
Monster, written by Walter Dean Myers, tells the story of sixteen-year-old Steve Harmon...a boy on trial for murder. By using a combination of Steve's journal entries and a screenplay he has written about his experience, the reader is drawn into jail life and courtroom proceedings. The remainder of Steve's life is in the hands of his lawyer, and subsequently the jury. As the trial continues, Steve's level of involvement is discussed and debated. Was he involved in the robbery? Is he innocent? It is up to the jury to decide.
Idea for Lesson Plan
As a teacher, I would use this book to supplement a discussion on the "fairness" of our criminal justice system. I would focus on the quote from Ms. O'Brien when she says, "Half of those jurors, no matter what they said when we questioned them when we picked the jury, believed you were guilty the moment they laid eyes on you. You're young, you're Black, and you're on trial. What else do they need to know (79)?" As a class we would discuss the implications of this quote and how the lack of faith in an entire group of people creates a society of classism and racism.
Critique
Walter Dean Myers portrayal of Steve Harmon is quite accurate. Through the use of journal entries and the screenplay, the reader acquires a picture of a young, anxious boy. On page 58 in a dialogue between Steve and his younger brother Jerry, Steve's innocence is portrayed by his desire to be a superhero. This passage speaks to Steve's character and builds upon the reader's notion of who Steve is.
From the beginning of the novel, Steve's innocence is on the line. His life is in the hands of the jury. The plot thickens as more characters are introduced to the story, and Steve's involvement in the robbery is questioned. Through narration and dialogue via journal entries and his screenplay, Steve and the people around him are portrayed as Steve sees them.
The setting and theme are closely intertwined. Taking place mainly in the courtroom and Steve's jail cell, the theme of identity is produced. Steve is constantly grappling with who he is and if this trial defines his character. If he is on trial for criminal behavior, does that make him a criminal? What is his identity inside and outside the jail walls? Do we have power over who we are or can one action determine our identity?
By using journal entries and a screenplay, Myers challenges the common 3rd person narration. Just as the story is challenging the development of identity under the most stressful circumstances, Myers uses an uncommon format to engage the reader.
Monster is a story of overcoming the odds and coming of age in the most unusual of places. This book could be used for various lessons and would be helpful in discussing many challenging themes. I would highly recommend this book to young adults and adults alike!
Monster. ISBN 978-0-06-440731-1. Walter Dean Myers. 1999. Michael L. Printz Award for Excellence in Literature for Young Adults. Age 14-18. African American Fiction. Judicial System.
Monster, written by Walter Dean Myers, tells the story of sixteen-year-old Steve Harmon...a boy on trial for murder. By using a combination of Steve's journal entries and a screenplay he has written about his experience, the reader is drawn into jail life and courtroom proceedings. The remainder of Steve's life is in the hands of his lawyer, and subsequently the jury. As the trial continues, Steve's level of involvement is discussed and debated. Was he involved in the robbery? Is he innocent? It is up to the jury to decide.
Idea for Lesson Plan
As a teacher, I would use this book to supplement a discussion on the "fairness" of our criminal justice system. I would focus on the quote from Ms. O'Brien when she says, "Half of those jurors, no matter what they said when we questioned them when we picked the jury, believed you were guilty the moment they laid eyes on you. You're young, you're Black, and you're on trial. What else do they need to know (79)?" As a class we would discuss the implications of this quote and how the lack of faith in an entire group of people creates a society of classism and racism.
Critique
Walter Dean Myers portrayal of Steve Harmon is quite accurate. Through the use of journal entries and the screenplay, the reader acquires a picture of a young, anxious boy. On page 58 in a dialogue between Steve and his younger brother Jerry, Steve's innocence is portrayed by his desire to be a superhero. This passage speaks to Steve's character and builds upon the reader's notion of who Steve is.
From the beginning of the novel, Steve's innocence is on the line. His life is in the hands of the jury. The plot thickens as more characters are introduced to the story, and Steve's involvement in the robbery is questioned. Through narration and dialogue via journal entries and his screenplay, Steve and the people around him are portrayed as Steve sees them.
The setting and theme are closely intertwined. Taking place mainly in the courtroom and Steve's jail cell, the theme of identity is produced. Steve is constantly grappling with who he is and if this trial defines his character. If he is on trial for criminal behavior, does that make him a criminal? What is his identity inside and outside the jail walls? Do we have power over who we are or can one action determine our identity?
By using journal entries and a screenplay, Myers challenges the common 3rd person narration. Just as the story is challenging the development of identity under the most stressful circumstances, Myers uses an uncommon format to engage the reader.
Monster is a story of overcoming the odds and coming of age in the most unusual of places. This book could be used for various lessons and would be helpful in discussing many challenging themes. I would highly recommend this book to young adults and adults alike!
Monster. ISBN 978-0-06-440731-1. Walter Dean Myers. 1999. Michael L. Printz Award for Excellence in Literature for Young Adults. Age 14-18. African American Fiction. Judicial System.
Scorpions
Synopsis
Scorpions, by Walter Dean Myers, is the story of Jamal - a twelve-year-old African American boy living in Harlem. When Jamal's older brother goes to jail for murder, Jamal has to decide if he wants to follow in his brother's footsteps and become the leader of his brother's gang, the Scorpions.
Idea for Lesson Plan
If I used his novel for a unit in literature, I would focus on several themes throughout the book. One theme in particular would be friendship. I would have my students analyze the relationship between Jamal and Tito, and then write an essay on whether or not their relationship with healthy or toxic by giving examples that support their claim.
Critique
Jamal, the main character, is a twelve-year-old boy who lives in Harlem with his over-worked mother, and younger sister. Jamal tries to do the right thing, but is heavily influenced by his neighborhood. Everyday Jamal is surrounded by violence, drugs, and poverty; elements that make it nearly impossible for him to escape.
The novel opens in Jamal's home while he is waiting with his sister for their mother to come home from work. Through dialogue and 3rd person narration, the reader enters Jamal's world.
When Jamal is first introduced to Mack, Jamal believes that he must become the leader of the Scorpions in order to get his brother out of jail. But, as the novel progresses, Jamal discovers the dangers involved in gang life. Jamal must decide what is more important, protection or personal respect.
Throughout the book, many themes emerge, including: bullying, friendship, single parent homes, gangs, violence, drugs, and guns. The theme that pervades throughout Scorpions is the importance of making decisions that will benefit you and those about you. Jamal is tested daily and has to make decisions that will either benefit himself or the gang. Jamal must come to the conclusion as to which is more important, himself and family, or the gang.
Myers uses African American Vernacular English (AAVE) in dialogue throughout the novel. Through this use of language, the authenticity of the characters is kept intact. The reader develops an honest picture of Jamal and his surroundings from the use of AAVE.
Scorpions is an honest look into the life of a poor, inner city youth and the daily struggles he encounters. This text would be very helpful in furthering a discussion on one of the many pervading themes throughout. I highly recommend the use of this novel inside and outside the classroom.
Scorpions. ISBN-13: 978-0-06-447066-7. Walter Dean Myers. 1988. Newbery Honor Award. Age 14-18. African American Fiction.
Scorpions, by Walter Dean Myers, is the story of Jamal - a twelve-year-old African American boy living in Harlem. When Jamal's older brother goes to jail for murder, Jamal has to decide if he wants to follow in his brother's footsteps and become the leader of his brother's gang, the Scorpions.
Idea for Lesson Plan
If I used his novel for a unit in literature, I would focus on several themes throughout the book. One theme in particular would be friendship. I would have my students analyze the relationship between Jamal and Tito, and then write an essay on whether or not their relationship with healthy or toxic by giving examples that support their claim.
Critique
Jamal, the main character, is a twelve-year-old boy who lives in Harlem with his over-worked mother, and younger sister. Jamal tries to do the right thing, but is heavily influenced by his neighborhood. Everyday Jamal is surrounded by violence, drugs, and poverty; elements that make it nearly impossible for him to escape.
The novel opens in Jamal's home while he is waiting with his sister for their mother to come home from work. Through dialogue and 3rd person narration, the reader enters Jamal's world.
When Jamal is first introduced to Mack, Jamal believes that he must become the leader of the Scorpions in order to get his brother out of jail. But, as the novel progresses, Jamal discovers the dangers involved in gang life. Jamal must decide what is more important, protection or personal respect.
Throughout the book, many themes emerge, including: bullying, friendship, single parent homes, gangs, violence, drugs, and guns. The theme that pervades throughout Scorpions is the importance of making decisions that will benefit you and those about you. Jamal is tested daily and has to make decisions that will either benefit himself or the gang. Jamal must come to the conclusion as to which is more important, himself and family, or the gang.
Myers uses African American Vernacular English (AAVE) in dialogue throughout the novel. Through this use of language, the authenticity of the characters is kept intact. The reader develops an honest picture of Jamal and his surroundings from the use of AAVE.
Scorpions is an honest look into the life of a poor, inner city youth and the daily struggles he encounters. This text would be very helpful in furthering a discussion on one of the many pervading themes throughout. I highly recommend the use of this novel inside and outside the classroom.
Scorpions. ISBN-13: 978-0-06-447066-7. Walter Dean Myers. 1988. Newbery Honor Award. Age 14-18. African American Fiction.
Wednesday, February 3, 2010
Uncle Andy’s: A Faabbbulous Visit with Andy Warhol
Uncle Andy’s is the story of Andy Warhol’s nephew James, and his visits to his famous uncle’s home in New York City. The story opens with James explaining that his father is “a junkman.” Paul, Andy’s brother, was constantly bringing home and collecting junk, saying, “This can make good art.” So begins the lesson that anything can be art. One day the family decides to visit Uncle Andy and their grandma “Bubba” in New York City. All eight of the Warhola’s pack into the decrepit family station wagon and travel from the cow pastures to the city. Through rich detail and colorful illustrations, James shows his uncle’s famous “pop art.” From the Campbell’s soup paintings to the Marilyn Monroe prints, James, the writer and illustrator, reveals his uncles famous art through illustration. From “junk” sculpture in his front yard to famous, expensive art, this story confirms that art is all around us. Art is everywhere.
As a teacher, I would use this book to introduce a lesson on “pop art.” I would have my students find something that they think exemplifies their generation and we would create art around that object. My students would have total artistic freedom. Painting, photography, sculpture, etc. would all be accepted. The purpose of reading Uncle Andy’s in correlation to a lesson on the creativity of art, shows that art is everywhere, and as long as my students believe in their design, I will consider my lesson to have been successful.
Uncle Andy’s: A Faabbbulous Visit with Andy Warhol. ISBN 0-399-23869-7. James Warhola. 2003. International Reading Association Children & Young Adult Book Award. Age 4-8. Children’s Non-Fiction.
As a teacher, I would use this book to introduce a lesson on “pop art.” I would have my students find something that they think exemplifies their generation and we would create art around that object. My students would have total artistic freedom. Painting, photography, sculpture, etc. would all be accepted. The purpose of reading Uncle Andy’s in correlation to a lesson on the creativity of art, shows that art is everywhere, and as long as my students believe in their design, I will consider my lesson to have been successful.
Uncle Andy’s: A Faabbbulous Visit with Andy Warhol. ISBN 0-399-23869-7. James Warhola. 2003. International Reading Association Children & Young Adult Book Award. Age 4-8. Children’s Non-Fiction.
Charlotte's Web
Charlotte’s Web, by E.B. White, is a favorite among elementary age children. This charming story of friendship and loyalty takes place on a quaint farm. Two unlikely friends, Charlotte the spider and Wilbur the pig, develop a bond that defies the odds. When Wilbur learns of what will be his early demise, Charlotte promises she will do everything she can to protect him. By weaving messages in her web, Charlotte helps the Zuckerman's see that Wilbur is truly special. When the Zuckerman's enter Wilbur into the County Fair, Charlotte attends so she can weave more words about Wilbur into her web. However, Charlotte is feeling weak and tired. She must lay her eggs; but once she lays the eggs, she will die. Saddened by this, Wilbur resolves to keep Charlotte's memory alive. When it is time to leave the Fair, Wilbur scoops up the egg sac and takes it back to the farm. When the eggs hatch, Wilbur develops a new, special relationship with Charlotte's offspring.
Told from the 3rd person, E.B. White brings his characters to life through talking farm animals. Touching, dramatic, and warm Charlotte’s Web is sure to bring a tear to your eye, while putting a smile on your face.
As I teacher, I would teach this particular work of fiction over the course of a month. I would teach one lesson plan on vocabulary. Throughout the book there are many large, complex words. I would challenge my students to find those words, and without using the dictionary, try to figure out the meaning of the words based on the surrounding text. A few examples are, “I always give them an anesthetic so they won’t feel pain (48).” “You’re carrying on in a childish way. Stop your crying! I can’t stand hysterics (51).” This lesson would develop confidence in reading, while developing skills in comprehension and deciphering context.
I would also use this book to tie into a science lesson on insects. On page 55, Charlotte explains to Wilbur about the different names for the various parts of her legs, saying, “…Each leg of mine has seven parts – the coxa, the trochanter, the femur, the patella, the tibia, the metatarsus, and the tarsus.” From this small portion of the text, we could devote a week to studying spiders. Charlotte’s Web would be a great supplementary (and fun) text to bring into a science lesson.
Charlotte’s Web. ISBN-13: 978-0-545-00188-5. E.B. White. 1980. Newbery Honor Book. Age 9-12. Fiction. Fantasy.
Told from the 3rd person, E.B. White brings his characters to life through talking farm animals. Touching, dramatic, and warm Charlotte’s Web is sure to bring a tear to your eye, while putting a smile on your face.
As I teacher, I would teach this particular work of fiction over the course of a month. I would teach one lesson plan on vocabulary. Throughout the book there are many large, complex words. I would challenge my students to find those words, and without using the dictionary, try to figure out the meaning of the words based on the surrounding text. A few examples are, “I always give them an anesthetic so they won’t feel pain (48).” “You’re carrying on in a childish way. Stop your crying! I can’t stand hysterics (51).” This lesson would develop confidence in reading, while developing skills in comprehension and deciphering context.
I would also use this book to tie into a science lesson on insects. On page 55, Charlotte explains to Wilbur about the different names for the various parts of her legs, saying, “…Each leg of mine has seven parts – the coxa, the trochanter, the femur, the patella, the tibia, the metatarsus, and the tarsus.” From this small portion of the text, we could devote a week to studying spiders. Charlotte’s Web would be a great supplementary (and fun) text to bring into a science lesson.
Charlotte’s Web. ISBN-13: 978-0-545-00188-5. E.B. White. 1980. Newbery Honor Book. Age 9-12. Fiction. Fantasy.
The Snowy Day
Peter wakes up to find his town covered in snow and so begins his journey in The Snowy Day. The story follows Peter as he participates in winter activities – he plays in the snow, makes snow angels, and slides down a hill. What fun! But, then he has a terrible dream that the sun has melted the snow! However, upon waking, Peter finds the snow still outside his window, and calls a friend to go outside and play.
The illustrations in The Snowy Day are quite simple. Peter's bold, red snowsuit sticks out among the white snow. The illustrations move with the text by illustrating what is written. This technique helps the reader point to the picture as they read. For example, the text says, "He walked with his toes pointing out like this:," the reader could point to the picture of his footprints in the snow while reading about how his toes are pointing. A well illustrated book not only enhances the text, but it also moves with the text for following along.
As a teacher, I would use this book to write a story about a snowy day. As a class, we would name activities we like to do in the winter-time. Then, we would all create one story. From that story, I would have the students be illustrators. This activity would demonstrate that there is more than one way of illustrating a story. We would also practice the way to enhance the story through pictures, and the way to use pictures and text together. It would be fun for the students to see how many different ways a book can be interpreted into pictures.
The Snowy Day. ISBN-10: 0140501827. Ezra Jack Keats. 1962. Caldecott Medal. Age 4-6. Fiction. African-American.
The illustrations in The Snowy Day are quite simple. Peter's bold, red snowsuit sticks out among the white snow. The illustrations move with the text by illustrating what is written. This technique helps the reader point to the picture as they read. For example, the text says, "He walked with his toes pointing out like this:," the reader could point to the picture of his footprints in the snow while reading about how his toes are pointing. A well illustrated book not only enhances the text, but it also moves with the text for following along.
As a teacher, I would use this book to write a story about a snowy day. As a class, we would name activities we like to do in the winter-time. Then, we would all create one story. From that story, I would have the students be illustrators. This activity would demonstrate that there is more than one way of illustrating a story. We would also practice the way to enhance the story through pictures, and the way to use pictures and text together. It would be fun for the students to see how many different ways a book can be interpreted into pictures.
The Snowy Day. ISBN-10: 0140501827. Ezra Jack Keats. 1962. Caldecott Medal. Age 4-6. Fiction. African-American.
Thursday, January 21, 2010
Me I Am
Me I Am is essentially a poem extended through a book using creative illustrations to spark the reader's imagination. The poem consists of four stanzas, and is written three times throughout. Each time the poem repeats, a different child is featured. The detailed illustrations reveals the individuality in children and shows that although the poem is repeating, the children are not.
This book is not only great for showing children how everybody differs, it is also a great tool to teach poetry. I would use this book to begin a lesson on creating and reading poetry. Once all my students had composed poems, I would compile the submissions in a book, and have a poetry reading. I would pass out berets and after each person read their poem, we would snap (channeling the Beat Generation). This would be a way to show that poetry can be fun, and doesn't always have to be serious, a la Edgar Allen Poe and E.E. Cummings. A Light in the Attic and Where the Sidewalk Ends, both by Shel Silverstein, would be good supplemental books to further my lesson on creative poetry.
Me I Am. ISBN-13: 978-0-374-34902-8. Jack Prelutsky. Christine Davenier. 1983.Children's Poet Laureate. Age 4-8. Contemporary Fiction. Poetry.
This book is not only great for showing children how everybody differs, it is also a great tool to teach poetry. I would use this book to begin a lesson on creating and reading poetry. Once all my students had composed poems, I would compile the submissions in a book, and have a poetry reading. I would pass out berets and after each person read their poem, we would snap (channeling the Beat Generation). This would be a way to show that poetry can be fun, and doesn't always have to be serious, a la Edgar Allen Poe and E.E. Cummings. A Light in the Attic and Where the Sidewalk Ends, both by Shel Silverstein, would be good supplemental books to further my lesson on creative poetry.
Me I Am. ISBN-13: 978-0-374-34902-8. Jack Prelutsky. Christine Davenier. 1983.Children's Poet Laureate. Age 4-8. Contemporary Fiction. Poetry.
Sunday, January 17, 2010
Crow Call
Poignantly written, with a soft but confident voice, Lois Lowry produces yet another beautiful text. This auto-biography tells the story of one single morning spent with her father after he has returned home from World War II. Unsure of who her father is, and how he will mold into her life, the young girl timidly joins her dad hunting. From early morning to afternoon, this story chronicles the sincere and honest moments of discovering who family is and the moments that make them special. From silly moments, like imitating a giraffe call, to series ones like wondering if war was scary, Lowry takes the reader through the process of getting to know an absent family member.
The illustrations in Crow Call supplement the text brilliantly. Each picture authentically captures the text, while the soft colors express the mood. Painted in a style that is quite similar to Norman Rockwell's paintings, this illustrator painted the pictures with great detail and realistic quality.
As a teacher, I would use this book as a supplement to a discussion about special moments. I would assign my students the task of finding something that is special to them, and additionally, was given to them by someone special. I would then have my students share why the object is special and tell a little bit about the day he or she received the special item. This lesson would reinforce the message that everyone has someone that cares. I want each of my students to know they are special. At the end of the lesson, I would give each student a personal note explaining why he or she is special to me. Hopefully, by the end of this lesson, I will have created a small moment that maybe one day, one student will look back and remember the day she knew she was special.
Crow Call. ISBN-13: 978-0-545-03035-9. Lois Lowry. Bagram Ibatoulline. 2009. Newbery Medal. Age 9-12. Auto-Biography.
The illustrations in Crow Call supplement the text brilliantly. Each picture authentically captures the text, while the soft colors express the mood. Painted in a style that is quite similar to Norman Rockwell's paintings, this illustrator painted the pictures with great detail and realistic quality.
As a teacher, I would use this book as a supplement to a discussion about special moments. I would assign my students the task of finding something that is special to them, and additionally, was given to them by someone special. I would then have my students share why the object is special and tell a little bit about the day he or she received the special item. This lesson would reinforce the message that everyone has someone that cares. I want each of my students to know they are special. At the end of the lesson, I would give each student a personal note explaining why he or she is special to me. Hopefully, by the end of this lesson, I will have created a small moment that maybe one day, one student will look back and remember the day she knew she was special.
Crow Call. ISBN-13: 978-0-545-03035-9. Lois Lowry. Bagram Ibatoulline. 2009. Newbery Medal. Age 9-12. Auto-Biography.
White Snow, Bright Snow
White Snow, Bright Snow is a beloved children's classic. The story opens with the townspeople predicting snow. Even the children watched the sky for signs of snowflakes. Then, silently, the snow begins to fall. The children of the town play and laugh as the snow builds and builds. The story illustrates the trouble that the snow creates for the adults, but the children continue to play. Then the season changes to Spring. Instead of waiting for the first signs of snow, the children of the town are now waiting for the first sign of Spring - the robin.
The illustrations are quite simple. Most pictures consist of black, red, yellow, and white. The simplicity of the illustrations coupled with the simplicity of the text create a relaxed and content mood. In each illustration containing snowfall, the background is black, similar to the actual color of the sky when snow falls. In contrast to the color of the pages when the snow has fallen. In those illustrations, white is the primary color. This shows the playfulness and purity of the children playing in the snow. The illustrations in White Snow, Bright Snow capture the playful youth and the cynical adult, by contrasting white and black.
As a teacher, I would use this book to teach a lesson on metaphors. White Snow, Bright Snow is full of descriptive wording. For example, "Automobiles looked like big fat raisin buried in snowdrifts." "Houses crouched together, their windows peeking out from under great white eyebrows." In this lesson, we would first practice creating metaphors. I would then have my students write a short story incorporating metaphors. This children's book would be a fun way to introduce this lesson on writing creative stories.
White Snow, Bright Snow. ISBN-10: 0688411614. Alvin Tresselt. Roger Duvoisin. 1947. Caldecott Medal. Age 4-8. Contemporary Fiction.
The illustrations are quite simple. Most pictures consist of black, red, yellow, and white. The simplicity of the illustrations coupled with the simplicity of the text create a relaxed and content mood. In each illustration containing snowfall, the background is black, similar to the actual color of the sky when snow falls. In contrast to the color of the pages when the snow has fallen. In those illustrations, white is the primary color. This shows the playfulness and purity of the children playing in the snow. The illustrations in White Snow, Bright Snow capture the playful youth and the cynical adult, by contrasting white and black.
As a teacher, I would use this book to teach a lesson on metaphors. White Snow, Bright Snow is full of descriptive wording. For example, "Automobiles looked like big fat raisin buried in snowdrifts." "Houses crouched together, their windows peeking out from under great white eyebrows." In this lesson, we would first practice creating metaphors. I would then have my students write a short story incorporating metaphors. This children's book would be a fun way to introduce this lesson on writing creative stories.
White Snow, Bright Snow. ISBN-10: 0688411614. Alvin Tresselt. Roger Duvoisin. 1947. Caldecott Medal. Age 4-8. Contemporary Fiction.
Thursday, January 14, 2010
Tales from Grimm
Tales from Grimm is a collection of folktales from the Brothers Grimm. The tales in this book are translated and illustrated by Wanda Gag. The origin of each folktale is quite unknown, as most countries and languages have their own versions. But, the Brothers Grimm published their first compilation of German tales in 1812. Most of the stories in Tales from Grimm are well known and popular in America. However, there are a few that are quite obscure, including: "Spindle, Shuttle and Needle," "Doctor Know-It-All," "Clever Elsie," "The Three Brothers," "Lean Liesel and Lanky Lenz." Each folktale has commonalities. Themes include, poverty, love, and socioeconomics.
For example, "Spindle, Shuttle and Needle" is the story of a young Prince who goes looking for a wife who is "both rich and poor." When The Prince finds the orphan girl, she is too shy to look up and he leaves her window. It is then that the spindle, shuttle and needle, take lives of their own and travel to find The Prince. Once The Prince and the orphan girl are reunited, they fall in love and the orphan girl becomes the Princess. The Prince had found a maiden that was rich in love, but poor in riches. Again, in the story of "The Three Brothers," poverty and love are two underlying themes. An old father is dying and must leave his home to one of his three sons. Each son leaves the house to learn a trade and then meets back at the home in one year. Each son has mastered their chosen trade, but when the time comes to decide who will get the home, the father chooses the third brother. Because of his deep love for his brothers, the third brother asks the two other brothers to live with him too. So, all three brothers will live in the house after all.
As a teacher, I would use this compilation of folktales to introduce a geography/culture lesson. I would assign my students the task of talking to an adult they know, and asking that adult to tell them a folktale, fable, or myth. Each student would write down the story and bring it back to class. As a class, we would discuss the origin of some of their stories and learn about the cultures of each. This would also be a great lesson on values and morals of varying countries and whether or not the values have changed. We could also discuss the type of dress, food, and language that would be associated with each story locale.
Tales from Grimm. ISBN -13: 978-0-8166-4935-8. Wanda Gag. 1936. Newbery Honor. Age 9-12. Folklore.
For example, "Spindle, Shuttle and Needle" is the story of a young Prince who goes looking for a wife who is "both rich and poor." When The Prince finds the orphan girl, she is too shy to look up and he leaves her window. It is then that the spindle, shuttle and needle, take lives of their own and travel to find The Prince. Once The Prince and the orphan girl are reunited, they fall in love and the orphan girl becomes the Princess. The Prince had found a maiden that was rich in love, but poor in riches. Again, in the story of "The Three Brothers," poverty and love are two underlying themes. An old father is dying and must leave his home to one of his three sons. Each son leaves the house to learn a trade and then meets back at the home in one year. Each son has mastered their chosen trade, but when the time comes to decide who will get the home, the father chooses the third brother. Because of his deep love for his brothers, the third brother asks the two other brothers to live with him too. So, all three brothers will live in the house after all.
As a teacher, I would use this compilation of folktales to introduce a geography/culture lesson. I would assign my students the task of talking to an adult they know, and asking that adult to tell them a folktale, fable, or myth. Each student would write down the story and bring it back to class. As a class, we would discuss the origin of some of their stories and learn about the cultures of each. This would also be a great lesson on values and morals of varying countries and whether or not the values have changed. We could also discuss the type of dress, food, and language that would be associated with each story locale.
Tales from Grimm. ISBN -13: 978-0-8166-4935-8. Wanda Gag. 1936. Newbery Honor. Age 9-12. Folklore.
Maniac Magee
This touching story of a young runaway boy has captured the hearts of young adult readers for 20 years. The story begins with a legend. The legend of Maniac Magee. As legend goes,
"They say Maniac Magee was born in a dump. They say his stomach was a cereal box and his heart a sofa spring. They say he kept an eight-inch cockroach on a leash and that rats stood guard over him while he slept. They say if you knew he was coming and you sprinkled salt on the ground and he ran over it, within two or three blocks he would be as slow as everybody else. They say."
Obviously Maniac Magee was not born with the name Maniac. To his mom and dad, he was Jeffrey Lionel Magee. However, after the tragic death of his parents, Jeffrey was sent to live with his aunt and uncle. After eight years, he had had enough of the "separate" lives Uncle Dan and Aunt Dot lived. So, when Jeffrey was eleven he ran out of a school choir concert and didn't stop running until he ran into a young girl named Amanda Beale. Jeffrey was invited to stay with the Beale's, a family on the east side of town...the black side of town. Hector Street was the "line." Blacks did not go on the west side, and whites did not go on the east side. Jeffrey soon became the talk of the town. A white boy living on the east side with a black family? It just couldn't be! He must be a "maniac!"
Jeffrey soon meets Earl Grayson, a maintenance man at the zoo. Jeffrey teaches Grayson to read, and Grayson teaches Jeffrey he is worthy of love. The last person Jeffrey meets is Russell and Piper McNab. The boys, along with their brother John, live in squalor with their alcoholic dad. The McNab’s would never, ever think of crossing Hector, but when Jeffrey brings Amanda’s brothers to Piper’s birthday party, the race lines are crossed – and Two Mills is forever changed.
"They say Maniac Magee was born in a dump. They say his stomach was a cereal box and his heart a sofa spring. They say he kept an eight-inch cockroach on a leash and that rats stood guard over him while he slept. They say if you knew he was coming and you sprinkled salt on the ground and he ran over it, within two or three blocks he would be as slow as everybody else. They say."
Obviously Maniac Magee was not born with the name Maniac. To his mom and dad, he was Jeffrey Lionel Magee. However, after the tragic death of his parents, Jeffrey was sent to live with his aunt and uncle. After eight years, he had had enough of the "separate" lives Uncle Dan and Aunt Dot lived. So, when Jeffrey was eleven he ran out of a school choir concert and didn't stop running until he ran into a young girl named Amanda Beale. Jeffrey was invited to stay with the Beale's, a family on the east side of town...the black side of town. Hector Street was the "line." Blacks did not go on the west side, and whites did not go on the east side. Jeffrey soon became the talk of the town. A white boy living on the east side with a black family? It just couldn't be! He must be a "maniac!"
Jeffrey soon meets Earl Grayson, a maintenance man at the zoo. Jeffrey teaches Grayson to read, and Grayson teaches Jeffrey he is worthy of love. The last person Jeffrey meets is Russell and Piper McNab. The boys, along with their brother John, live in squalor with their alcoholic dad. The McNab’s would never, ever think of crossing Hector, but when Jeffrey brings Amanda’s brothers to Piper’s birthday party, the race lines are crossed – and Two Mills is forever changed.
Maniac Magee is a story of rejecting societal “norms” and doing what is right. It is the story of home, discovering what home means, and learning how family can take shape in various ways. It is also the story of change. Change for the better. Change that even an eleven year old boy can make. It is the story of how one person can better the lives of many. Whether or not they knew Maniac Magee, the town of Two Mills and its residents were forever changed the day he ran into town. Sometimes the truth is blurred, and tale has become truth. But, Maniac Magee really did change Two Mills and a few special people who resided there.
A teacher using this book in their curriculum could plan a few fun activities that would resonate with the students. First, the teacher could make a bulletin board with all the places Maniac Magee visits throughout the book. Each time he goes somewhere, the students could move the Maniac “doll” along the time line. Also, this book could be used to teach figurative language. Students could find examples of similes and metaphors throughout the story and then make up ones of their own. Throughout the lessons there would be discussions on racism, homelessness, family, and adoption. Hopefully, the students feel safe to discuss such emotional topics; but if this book is read after the very beginning of the year, hopefully as a class you will have created a safe environment where these discussions can be had.
Maniac Magee. ISBN 0-316-80906-3. Jerry Spinelli. 1990. Newbery Medal. Age 9-12. Contemporary Fiction. Folklore.
Tuesday, January 12, 2010
Golem
Golem (GO-lem) is the Jewish folktale about a giant made of clay. The story opens in the city of Prague. For a thousand years, the residents have been fighting over their religious beliefs. ""People of differing beliefs in God and nation have clashed violently here: Czech against German, Protestant against Catholic, Christian against Jew. In 1580, the Jews were banned to the ghetto and had no protection. Judah Loew ben Bezalel, the Rabbi of Prague, knew he had to do something to stop the feuding and oppression of his people. One night he awoke with a vision of creating Golem. The next night, the Rabbi digs into the ground until he finds clay. After he shapes the clay, Golem comes to life. The Rabbi instructs Golem to "guard the ghetto at night." One night a mob rushes the gates to the ghetto. Golem meets them at the gates and goes on a rampage. Killing and wounding the citizens, the mob retreats and Golem goes back into the ghetto. The next day the emperor sends for the Rabbi. The emperor asks how long Golem will live for. The Rabbi answers, "until the Jews are no longer in danger." The emperor insists he will protect the Jews and to destroy Golem. The Rabbi finds Golem and sends him back to the earth. As he is being transformed, the reluctant Golem proclaims, "please let me live! I did all that you asked of me! Life is so...precious...to me!"
The tale of Golem has been told for generations. There are many interpretations of the tale. One lesson is that once a living creature is created, there is no guarantee of control over the actions of that creature. Another interpretation by historian Jay Gonen, is that similar to the mission of Golem, Israel was created to protect the safety of the Jews. In a symbolic way, Golem lives on through Israel.
The story of Golem could be used to discuss folklore and mythology. Students could bring in stories, either oral or written. From there we could discuss what makes a story a folktale, a myth, or a fairy tale. This book could also be used to discuss what happens when one person has too much power. The example of bullying could be used as a relatable topic. From there we could discuss other times in history when power was misused and people were oppressed. There are many examples of current and past persecution. Depending on the age of the students, the lesson could be tailored to what would be appropriate.
Golem. ISBN 13: 978-0-395-72618-1. David Wisniewski. 1996. Caldecott. Age 4-8. Folklore.
The tale of Golem has been told for generations. There are many interpretations of the tale. One lesson is that once a living creature is created, there is no guarantee of control over the actions of that creature. Another interpretation by historian Jay Gonen, is that similar to the mission of Golem, Israel was created to protect the safety of the Jews. In a symbolic way, Golem lives on through Israel.
The story of Golem could be used to discuss folklore and mythology. Students could bring in stories, either oral or written. From there we could discuss what makes a story a folktale, a myth, or a fairy tale. This book could also be used to discuss what happens when one person has too much power. The example of bullying could be used as a relatable topic. From there we could discuss other times in history when power was misused and people were oppressed. There are many examples of current and past persecution. Depending on the age of the students, the lesson could be tailored to what would be appropriate.
Golem. ISBN 13: 978-0-395-72618-1. David Wisniewski. 1996. Caldecott. Age 4-8. Folklore.
The Cay
The Cay is a story of survival and unexpected friendship. As war breaks out on the island of Curacao, Phillip and his mother board the Hato seeking safety in America. When their ship is hit by a German missile, Phillip awakes to discover he is drifting on a raft with a West Indian named Timothy. Growing up on the island, Phillip had been taught that the natives were different, and not to be spoken to. However, Phillip was stranded, he had to put his prejudices aside and learn to rely on Timothy's knowledge of survival skills. During the attack aboard the Hato, Phillip had been knocked on the head with a large board. After a few days at sea, Phillip awakes to darkness. The bump on his head had rendered him blind. Shortly after this horrid discovery, Timothy spots land. Upon arrival on the cay, Phillip must rely on Timothy to be his "eyes." Finding food, water, and shelter have become necessities; long passed are the days of the young boy's innocence. Timothy and Phillip's emotional and physical strength are tested daily. An unlikely pair, Timothy and Phillip learn to support, teach, and encourage each other. After a tremendous hurricane, Phillip's strength and welfare are tested more than ever. This is a touching story of survival, loss, and acceptance. An adventure not to be missed!
This book is intended for older children, ages 9-12, and as a teacher of mid-level students, I would do a few different lessons. First we would do a geography lesson. The Cay is full of information about South America and it would be fun for my students to find where Phillip lived, and then try and figure out where they think "the cay" is. Next, I would plan a lesson on survival. We would go through basic survival strategies (i.e. what to do in a tornado, hurricane, etc.). I would then have the students make "emergency kits" and encourage them to talk to their families about their "emergency plans." Lastly, I would incorporate a writing lesson. My students would write a fiction story about a deserted island of their own. There are many lessons that could be done with this book, it is a great tool for discussing many topics.
The Cay. ISBN0-380-01003-8. Theodore Taylor. 1969. Lewis Carroll Shelf Award. Age 9-12. Young Adult. Contemporary Fiction. Adventure.
This book is intended for older children, ages 9-12, and as a teacher of mid-level students, I would do a few different lessons. First we would do a geography lesson. The Cay is full of information about South America and it would be fun for my students to find where Phillip lived, and then try and figure out where they think "the cay" is. Next, I would plan a lesson on survival. We would go through basic survival strategies (i.e. what to do in a tornado, hurricane, etc.). I would then have the students make "emergency kits" and encourage them to talk to their families about their "emergency plans." Lastly, I would incorporate a writing lesson. My students would write a fiction story about a deserted island of their own. There are many lessons that could be done with this book, it is a great tool for discussing many topics.
The Cay. ISBN0-380-01003-8. Theodore Taylor. 1969. Lewis Carroll Shelf Award. Age 9-12. Young Adult. Contemporary Fiction. Adventure.
Monday, January 11, 2010
Red Leaf, Yellow Leaf
Red Leaf, Yellow Leaf by Lois Elhert, travels through the life of a single maple tree. The story is told through the eyes of a child and describes the stages of a maple tree's growth - from a seedling to blossoming tree. As the child narrates, the pictures depict the story through thoughtful and descriptive art. This childhood favorite is richly illustrated and simple, yet informational.
A teacher could use this book to begin a unit on life cycles. Red Leaf, Yellow Leaf not only illustrates the life cycle of the maple tree, but it describes the seasons as well. Depending on which grade the lesson is for, a teacher of younger students could make the connection between seasons and growth. But, a teacher of older students could delve deeper into the life cycle and assign a science project that would challenge the students to pick a plant or animal and describe the various stages their plant or animal passes through. A good supplementary piece for this project would be the National Geographic series called In the Womb. These videos show the actual development of various animals in the womb. Students would then have a good idea of where the life cycle starts for a specific animal.
Red Leaf, Yellow Leaf. ISBN: 0-15-266197-2. Lois Ehlert. 1991. Caldecott. Age 4-8. Environmental Non-Fiction.
A teacher could use this book to begin a unit on life cycles. Red Leaf, Yellow Leaf not only illustrates the life cycle of the maple tree, but it describes the seasons as well. Depending on which grade the lesson is for, a teacher of younger students could make the connection between seasons and growth. But, a teacher of older students could delve deeper into the life cycle and assign a science project that would challenge the students to pick a plant or animal and describe the various stages their plant or animal passes through. A good supplementary piece for this project would be the National Geographic series called In the Womb. These videos show the actual development of various animals in the womb. Students would then have a good idea of where the life cycle starts for a specific animal.
Red Leaf, Yellow Leaf. ISBN: 0-15-266197-2. Lois Ehlert. 1991. Caldecott. Age 4-8. Environmental Non-Fiction.
Sunday, January 10, 2010
Before John Was a Jazz Giant
Before John Was a Jazz Giant, is a wonderfully illustrated story chronicling the life of a young John Coltrane. Each page brings to life the sounds John was surrounded by while growing up. The story illustrates that music can be found everywhere, from “Grandpa’s Sunday sermons” to “steam engines whistling past.” Not only is this a narrative of John’s life, it is also an accurate account of historically important events. As one turns the pages, a second storyline of a generation unfolding comes to life. The combination of art and prose makes this a beautiful biography of a “jazz giant.”
Teachers could use this book in a variety of ways. First, she could use this book as an introduction to a music unit. It would be fun to bring in a variety of jazz instruments and have the kids try them out. Also, in the back of the book there is a section dedicated to suggested music to accompany the book – the teacher could bring in a sampling of jazz music. This book could also be used to introduce an art lesson. The illustrations are a cross between abstract and realism; a very interesting combination. A third approach for using this book in the classroom could be in social studies. Since the book also chronicles historical events, it would be a good tool to facilitate a discussion in social studies.
Before John Was a Jazz Giant. ISBN 13: 987-0-8050-7994-4. Carole Boston Weatherford. 2008. Coretta Scott King Award for Illustration. Sean Qualls. Age 4-8. African American Non-Fiction. Biography.
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