My Tooth is About to Fall Out

Title: My Tooth is About to Fall Out
Author: Maccarone, Grace
Illustrator: Lewin, Betsy
Publisher and Date: Scholastic, Inc., 1995
Genre: Realistic Fiction, Informational
Age Range: K-1st

Summary:
In this book a young girl talks to the reader about her fears of losing her first tooth. She takes the reader through all the scenarios she does not want to happen; such as her tooth falling out while she is playing, swimming, or eating. She is so worried about her tooth falling out that she barley notices when it finally does fall out! She then talks to the reader about the difference between baby teeth and permanent teeth, what happens when you loose a tooth, and how she can now stick her tongue through a hole in her mouth! The book ends with a more positive outlook on losing teeth; she is no longer to scared to lose a tooth because she cannot wait to see how great her new “big teeth” will look.

Response:
This was such a cute book! There are so many good qualities to this book that I am unsure of where to begin. This book covers an important topic for young children. All children have a big fear about losing their first tooth (or I know at least I did). They are unsure of what to expect; they imagine all sorts of horrible things will happen to them. Some scenarios I have heard kids discuss are: “what if I swallow my tooth?” and “what if a new tooth never grows back?” This book answers all of these questions in an informational yet fun way! Kids no longer have to wonder what losing a tooth will be like; they can read this book and find out for themselves. Another great thing about this book is that it involves the reader throughout the entire story; the young girl is talking to you personally and telling you all about her fears of losing a tooth. I also like how the pictures in the book directly follow along with the text. This is great book for beginning readers, because if they forget some of the words they are trying to read they can look at the pictures for a hint. One of my favorite pictures was when the little girl holds up a drawing of herself missing a tooth. This is just such a cute realistic picture, because can’t you just imagine a child drawing this picture for you?

Teaching Ideas:
First of all, this would be a great book to assign to first graders for reading practice. Not only is it a fun read, but it also teaches kids a lot. Also, this is definitely a book I would use when addressing the topic of losing teeth. I have been in many elementary school classrooms and seen a lot of lost teeth posters (For example the teacher has a tooth with each child’s name on it and she puts a star on the tooth each time that child loses a tooth.); this would be a great book to read when introducing that to the class.

Here’s another great teaching idea from Scholastic that you could also try!

The Irish Cinderlad

Title: The Irish Cinderlad
Author: Glimo, Shirley
Illustrator: Krupinski, Loretta
Publisher and Date: Harper Collins Publishers, 1996
Genre: Picture Book, Multicultural
Age Range: 1st-3rd

Summary: In this exciting story of love, friendship, and adventure our traditional Cinderella gets a new twist. The Irish Cinderlad is an Irish folktale that has been passed down from generation to generation, and was finally recorded in print in the early 1800’s. In this version Becan, the hero of the story, is born into a loving rural family. His mother loves him very much and takes good care of him. His whole life is “few of worries” until his mother suddenly dies. Becan’s father then does the unthinkable; he brings home a new stepmother and three older stepsisters to be a part of their family. Becan and his new family members do not get along so well. Becan is a very unique young boy; his feet are the size of a giant’s! His stepmother claims his gigantic feet are getting in the way and sends him out to tend the sheep. In the field, Becan comes face to face with the dreaded bull. Luckily he befriends the magical bull. The bull provides him with friendship, food, and a magic tail. Becan goes on many adventures; he defeats a giant who won’t share and a dragon who is about to devour the princess. After defeating the dragon, all Becan leaves behind is a huge boot which the princess uses to scour the land in search of her rescuer and future groom. After a year of searching the men bring the boot to Becan’s house and he and Princess Finola are wed.

Response: This is such a great story! I am such a big fairly tale fanatic that I am surprised that I had not ever heard of any Cinderlad stories before now. I think it is so neat that in this version the main character is a boy. I’m sure the boys in the class will love this, because then they can see that fairy tales are not all “girly” stories. One of my favorite parts of the book is when Becan befriends the bull. He explains to the bull that they are not all that different from each other; he says “We could be cousins, you and I, because we are patched together from the same odds and ends.” (The bull and Becan both have big “feet” and the bull’s face is covered in red freckles just like Becan’s nose is.)

This book teaches a very important lesson to young kids who are just starting to mature and grow. It shows children that it is ok to be different. In the story, Becan’s feet were very big; his sisters teased him and called him mean names like “Little Bigfoot.” In the end however, Becan’s unique foot size is what led the princess to him. We should celebrate our differences and the things that make us unique, because you never know when they might come in handy!

This book is jammed packed with heavy doses of adventure and friendship, and sprinkled with love. The pictures are detailed filled paintings that cover every page. Children of all ages are sure to enjoy this read!

Teaching Ideas: This would be a great book to read to younger children just for fun! For older children a fun activity would be to compare Grimm’s traditional Cinderella tale to The Irish Cinderlad. Students could make a chart to compare and contrast the characters, plots, setting, and ending. They could also write a journal entry about which version they liked better and why? Another fun idea would be to divide the class in half and have one half put on a skit featuring Cinderella and the other half performs a skit featuring Cinderlad. Or they could simply watch the Disney classic and one of my favorite movies, Cinderella, for a fun break one day. This could also be a fun way to study about Ireland itself. There are so many activities that you can do with this story! Just have fun with it and be creative!

Ps. Don’t forget to read the author’s note in the back of The Irish Cinderlad! It gives a lot of background information for the story!

Weedflower

Title: Weed flower
Author: Kadohata, Cynthia
Publisher and Date: Atheneum Books for Young Readers, 2006
Genre: Historical Fiction, Multicultural
Age Range: 4th-6th

Jane Adams Award

PART 1

Lonliness???

Loneliness to me can mean two things. It can mean literally having no one to talk to, play with, share things with, or even just be with. It can also mean feeling alone in the midst of having those things. It can be feeling like no one notices you, cares about you, or accepts you for who you are. Either way, loneliness is an uncomfortable, sad feeling.

What are some of your best memories? How do you hold onto them?

When I think back upon my happiest memories, I think of family and friends. I think of Christmas and Santa Claus, picnics at Crowder’s Mountain, lazy days reading on the porch swing, adopting my first cat, and my surprise sixteenth birthday party with my best friends. I hold onto these things by taking time to remember them, looking at pictures, retelling old stories, watching home videos, or just by experiencing something in my day to day life that reminds me of them.

Pre-Weedflower:

I learned so much from looking at these websites. I had always had a vague notion of what happened to the Japanese people during WWII but I never had taken an in-depth look at their side of the story. Most of these people were American born citizens who were uprooted from their lives and told that they were now enemies. The pictures from the San Francisco Evacuation presentation project broke my heart. These were our people who were forced to into relocation. Another thing that struck me is that life after the war wasn’t that much better for the Japanese Americans. The “Japanese Internment Camps and Their Effects” website specifically talked about how some could not move back into their old homes, they had trouble finding jobs, they were still shunned, and some did not ever recover form the trauma of it at all! What a big price we pay for racism!

ch.1-15

What a sad story! But at the same time what a powerful message it contains! Sumiko is the kind of character who can really make this awful situation come alive for kids. She and her family are so lovable. She loves her family, every member, and she has such a passion for their family flower business. She is not your typical child; she works hard and studies hard. I cannot imagine taking on all the responsibilities she performs as a child. She is in charge of grading the flowers, cooking, cleaning, and heating the bathwater! Tak- Tak and Jiichan are probably my two other favorite characters from the book so far. Tak-Tak is just adorable! His love of “Baba, crickets, goo and bad smells” immediately endeared him to me. He is what I would imagine a typical younger brother to be like, curious about life and protective of his older sister. Jiichan is what I would imagine any good grandfather to be like. He loves Sumiko so much; he tries to teach her the ways of their people and pass on his entire rich cultural heritage to her. Can’t you just imagine the good stories he could tell! With each line of the story you just become closer to Sumiko and her family. You grow so close to Sumiko’s character that when she is being ripped from her family, friends, and home you feel as if it’s happening to you as well.
Parts of this book made me laugh out loud! Especially when Jiichan talks to others through the outhouse doors! This is one of my favorite parts of the book so far; Bull is trying to cheer Sumiko up after her bad party experience: “She followed his gaze and saw Uncle standing in the moonlight near the outhouse, talking to it and occasionally gesturing with his arms. Whenever Sumiko saw someone talking to the outhouse, she always knew exactly where Jiichan was.” Kids will absolutely love this part of the book! Parts of the books also made me very sad. The birthday party chapter especially. I cannot imagine inviting a child to a party and then telling a CHILD that she cannot really attend because of her skin color. This is just one example of the cruelty the Japanese people were facing at this time. I was also very upset when her Uncle and Jiichan were taken away without much of a goodbye. I cannot imagine being separated from my dad, not knowing where he was going or whether or not I would ever see him again. Emotions run high in this book; I think children can appreciate that. Children always seem to sense when something is wrong even before adults do. As a teacher I would ask kids to respond to both of these situations in a journal entry. I would encourage them to talk about how they would feel if something like this happened to them.
One thing that I noticed that I found very odd was that the Japanese Americans and the Native Americans did not get along too well. I guess I expected that both could empathize with the other. They definitely did the opposite however; the Native American boys were spying on the Japanese Americans claiming that all Japanese were farmers and wasteful (pg. 121-122) and complaining that they needed to get off their land, and the Japanese American girl warned Sumiko that the Native American boys were scalpers who would also cut off their fingers to boil (pg.122). I think this is very interesting; even in the mist of experiencing racism and prejudices both groups lashed out with racism and prejudice toward each other!
There is so much more of this book to go. I cannot wait to see if Sumiko befriends the Indian boys, if their family is finally reunited, or if they reach “ultimate boredom” as Jiichan calls it. Ill guess I’ll just have to keep reading and find out!

PART 2

ch.16-33

The second half of Weedflower just flew by for me! I could not seem to put it down. One of my favorite parts early in the second half is when Jiichan sends Sumiko paper to write him a letter on. Her uncle writes, “Oh and Jiichan says to send you the enclosed blank sheet of paper. He says there must be a paper shortage in Poston, since you are using old newspapers to write on. He says I wonder where your Aunt is getting the blank paper that she writes to us on.” (pg.137) I just love this part of the book because it gives the reader a chance to laugh in such a sad book.

The Japanese gardens touched my heart. I love how Sumiko took such great care of her garden and worked so hard to get it to flourish in the middle of the desert. I think the gardens that the Japanese Americans built represent the Japanese people well. They were forced into the desert against their will yet they found ways to survive and flourish in a place where most of us would think it impossible. They worked hard and against the odds to make a place that was not even their permanent home beautiful. The line on page 235 sums this up well, "Together the Japanese had made the desert bloom." The Japanese Americans persevered and survived. This is a lesson that children and adults alike should take to heart.

One of my favorite parts in the second half of Weedflower is the relationship that forms between Sumiko and Frank. They remind me so much of Vera and Alfred in the Aleutian Sparrow. They are such unlikely friends and yet they are the best kind of friend to one another. You can tell that both of them really care about the other. Sumiko takes an extra cup of ice every time she goes out into the bean field just in case she sees Frank. Frank talks about Sumiko to his brother calling her pretty and giving her the nickname “Weedflower.” And at the end of the story Frank urges Sumiko to leave the camp because he knows that it is what is best for her. I was inwardly torn during this part. It is so hard to give a friend or a loved one up; I do not know if I would have the same courage that Frank had to tell her to go. One of the most powerful parts of the book is when Frank tells Sumiko that his brother has been killed in battle in the Pacific. Sumiko and Frank both realize that Japanese soldiers killed his brother, and Sumiko feels so guilty for this. This is just an unbelievably sad part of the book. No child should have to bear this kind of burden.

The relationship between Sumiko and Tak-Tak was also very touching. Sumiko and Tak-Tak’s relationship reminded me so much of the relationship Bo and Prosper had in The Thief Lord. Sumiko loves her brother so much and does her very best to take care of him. She always tucks him every night and removes his glasses for him to make him as comfortable as he can be.

The ending of the book slightly disappointed me; I was left craving more. What happened to Sumiko? Did she eventually get to open up her flower shop? Did the family ever get reunited? Did Bull and Ichiro make it back safely form war? This are questions that I really wanted answer to!

All in all, I would definitely use this book in my classroom. This story provides such a stark example of racism and prejudice in our great nation’s history. It gives us such an immense opportunity to discuss this with our students. Sumiko and Frank give us such a real example to build on; what if we all were as brave as Sumiko and fought for our friends and for those other people consider inferior or different. I loved it when Sumiko stood up for Frank when the other children were literally beating him because he was different. This same scenario has happened to various groups of people from the Jews, the Aleutians, and the Japanese. We need to make our students understand that these are real people whose lives were dramatically changed. None of these people did anything wrong or in any way deserved this; they simply dealt with the prejudices of their times.

Racism is such a real thing and it still exists today. Anytime that you hear a comment or joke being made about someone’s looks or heritage, that is racism in action. As future teachers we need to take the initiative to stop this kind of thing from happening in our own lives; anytime we hear a relative, friend, or even a stranger make a racist comment we need to call them out on it. People are people, regardless of their skin color, eye color, height, or age. We all share common emotions, thoughts, and experiences that bind us together. We all experience love, death, and even birthdays, we need to start focusing on what we have in common rather than we do not. This applies to our future classrooms as well. If we don’t make the everyday change in our lives and in our classrooms, than how can we expect to make a global change? And if we don’t make a global change, if we don’t stand up for others and put a stop to this senseless judging of others, than who knows what’s next.

check out these websites:
http://library.thinkquest.org/TQ0312008/http://americanhistory.si.edu/perfectunion/experience/index.html
http://www.sfmuseum.org/hist8/ppoint.html
http://pbskids.org/wayback/fair/fighters/fighters_01_1.html
http://memory.loc.gov/learn/lessons/99/fear/intro.htmlhttp://teachers.henrico.k12.va.us/specialist/franceslively/lessons/grade6/bracelet6.htm
http://www.leeandlow.com/teachers/guide1.html
http://www.pbs.org/wgbh/amex/eyesontheprize/tguide/elem.html
http://www.kimskorner4teachertalk.com/readingliterature/genres/historical/baseball_saved_us.htm
http://www.pbs.org/childofcamp/index.html
http://home.igc.org/~japa/index.html
http://www.passingposton.com/

Curicular Connections:

http://www.cln.org/themes/gardening.html
http://www.cln.org/subjects/science.html

http://www.cln.org/subjects/socials.html
http://www.mohavedailynews.com/articles/2007/07/29/news/top_story/top1.txt
http://www.nps.gov/archive/moja/mojahtm2.htm
http://www.thinkquest.org/

Bridge to Terabithia

Title: Bridge to Terabithia
Author: Patterson, Katherine
Illustrator: Diamond, Donna
Publisher and Date: Scholastic Inc., 1977
Genre: Realistic Fiction
Age Range: 4th-6th grade

1978 Newberry Medal Winner

Summary:
This book tells the wonderful story of two best friends, Jess Aarons and Leslie Burke. Jess is a lonely ten-year-old boy whose only ambition for the upcoming school year is to be the fattest runner in school. Leslie is also lonely; she is the new girl in town and Jess’s new neighbor. It takes a while, but both of them finally decide that they would make perfect friends. From that point on they are inseparable. They spend their schooldays in the same class, their recesses talking together, and their afternoons in their own magical world of Terabithia. Terabithia is a magical place just for the two of them. Here they can escape from their real and imaginary enemies (Mrs. Meyers their teacher, Janice Avery the school bully, and Jess’s annoying four sisters). Jess could not imagine a more perfect friend than Leslie. She encourages his creativity and imagination and accepts him just the way he is. She teaches him stories and pushes him to the limits of his fears. Unexpectedly tragedy strikes; Jess returns home form a “perfect” day with his music teacher, Miss Edmunds, to discover that Leslie has drowned on her way to Terabithia. Jess experiences denial, sorrow, and finally acceptance with Leslie’s lessons guiding him through all three steps. The story ends with Jess introducing a new queen to the Terabithian people, his sister May Belle.

Response:
Wow! I absolutely LOVED this book! For such a short read (only 128 pages!) it is packed with life lessons and unforgettable characters! Jess is definitely a “round” character in this book. He learns so much from Leslie in the short time that he knew her. He learned that it’s ok to be afraid, even Leslie was afraid sometimes, especially when she had to confront Janice Avery in the girl’s bathroom. She encouraged him to pursue his artistic passion and even bought him the supplies to do so at Christmas. She taught him all about the world; she recounted many fascinating stories to him from The Chronicles of Narnia (pg.39) and Moby Dick (pg.41) to the Biblical stories of creation (40) and Moses(pg.58 and 88). Jess and Leslies friendship touched my heart. They are such a testimony to the difference one friend can make!

This book also dealt with so many good issues and life lessons. Paterson encourages children to break away from the stereotypical norms of society. In the story Jess wanted to be an artist and was afraid of his father’s reaction and Leslie was constantly looked down upon because she chose to wear pants instead of dresses to school. Through these two examples children are encouraged to be themselves, whatever that might be no matter what others say. She also encourages children to reach out to others and to be accepting of everyone. Jess and Leslie would have never become friends if Jess had not finally decided that he did not care what the crowd thought. I love what he says to himself when he realizes this…. “Caught in the pure delight of it (singing), Jess turned and his eyes met Leslie’s. He smiled at her. What the heck? There wasn’t any reason he couldn’t. What was he scared of anyhow?” Along with this thought she also teaches children that it is ok for a girl and a boy to be best friends. Even though his sisters tease him about this, Jess knows that there is no better friend in the world than Leslie. Patterson deals with family issues in the book through Jess’s struggling, tired parents, his materialistic older sisters and his desperate for attention younger ones. She also deals with socioeconomic issues; Jess’s family struggles to get by, while for Leslie’s family money is no object. The final and perhaps hardest issue to face in the book is dealing with death. I personally had tears running down my face when I read that Leslie had died. In my head I cried out no! How unfair! How can Jess’s one friend be taken from him? Patterson does such a good job at delicately dealing with this subject; she allows the reader to see Jess progressing from denial to suffering and finally to acceptance. She teaches readers that it is ok to grieve. Mrs. Meyers gives Jess valuable words of wisdom and he holds onto them; she teaches him that no matter if Leslie is here or not he never has to forget her.

Teaching Ideas:
What can you not use this book for? It is going to be a must read for my future classroom. The discussions you could have in class based on this book would be phenomenal. There were some great questions listed in the back of the book to help kids process the story. As a teacher you could help talk them through some of the more difficult ones. Another great idea would be to have them write a journal entry describing their “best friend” and why they would consider that person their best friend.

Check out these websites for more great ideas:

http://www.readwritethink.org/lessons/lesson_view.asp?id=981

http://www.literatureplace.com/bookfolios/bookfolio.asp?BookfolioID=146#Read-aloud%20Recommendation:

Also feel free to check out the movie....but only after youve read the book :-)

http://movies.aol.com/movie/bridge-to-terabithia/25017/video/trailer-1/1750601

Free Verse-based on the Aleutian Sparrow

The Aleutians are as interconnected to their environment as they are to one another.

The elements and the animals of the world represent their plight and speak for them when they are unable to put their feelings into words.

The volcanoes erupt and showcase their turmoil.

The cod flop desperately on the bank craving the water.

The raven rises above conventional barriers and is free.

The Pigeon Finds a Hotdog

Title: The Pigeon Finds a Hotdog
Author/Illustrator: Willems, Mo
Publisher and Date: Hyperion Books for Children, 2004
Genre: Picture Book
Age Range: K-2

Summary: In this book pigeon is so excited that he finds a hotdog! He is about to put the “taste sensation” in his mouth when all of a sudden a curious young duckling arrives. Each time he is about to take a bite, the duckling asks a question. The pigeon gets so upset; he pitches fit and does not know what to do. The ducking has an idea and the reader turns the page to discover that they have decided to split the hotdog.

Response: This book was so great! The illustrations are hilarious you can see and read the emotions of the pigeon! The text goes along with each illustration. For example when the pigeon gets really annoyed with the duckling, the illustration shows him flying about with his eyes wide open and spit flying from his mouth, while the text is written in big bold yellow tainted letters that read: “IT JUST TASTES LIKE A HOTDOG, OKAY!?” Any child would be enthralled with the pigeon! The book is very readable for children of all ages!

Teaching Ideas: This is such a funny book with some great lessons for kids! One important lesson this book teaches is sharing. The pigeon wanted to eat the hotdog all by himself, but he felt guilty about not sharing with the duckling. In the end he did the right thing and compromised by splitting the hotdog in half. We need to stress to children that we may not always like to share with others, but when we do it make everybody happy!

Don't Let the Pigeon Drive the Bus!

Title: Don’t Let the Pigeon Drive the Bus!
Author/Illustrator: Willems, Mo
Publisher and Date: Hyperion Books for Children, 2003
Genre: Picture Book
Age: K-2
2004 Caldecott Honor Book

Summary: In this book you are in charge! The bus driver has to leave his bus alone for a while and asks you to watch it. He gives you only one word of caution: Don’t let the pigeon drive the bus! As a soon as he leaves the pigeon shows up and begs you in every way possible to let him drive the bus! Fortunately you do not give in and the bus driver returns to a safe and sound bus. The story ends with the pigeon spotting his next target a freightliner!

Response: I loved this book! I thought it was neat that Mo actively involved the reader throughout the entire story. The pigeons convincing was so funny; it would have the reader laughing the entire time ……”Ill be your best friend, I’ll give you 5 bucks, I bet your mom would let me, I have dreams you know, its just a bus, what’s the big deal, fine!, no fair!, ect.” You had to be on guard for the tricks, convincing, and games ( lets play drive the bus…Ill go first) the pigeon tried to pull, but good job! You didn’t let him drive the bus!

Teaching ideas: This is such a fun book to read! You could read it to a group of children just about any time of the day! It would be a great way to caution children to always be aware of the “games” people will try to play with you, and if you give your word to someone always keep it (just like we promised the bus driver we would not let the pigeon drive the bus).

Aleutian Sparrow

Title: Aleutian Sparrow

Author: Hesse, Karen C.

Publisher and Date: Aladdin Paperbacks, 2005

Genre: Historical Fiction, Realistic Fiction, Multicultural

Age Range: 4th-6th

Pre-reading:

When I began to explore the websites about the Aleutian people I was overcome with an odd mixture of sadness and anger. My sadness resulted from learning about the horrible things that were done to the Aleutian people. They were first attacked by the Japanese army and then forced to relocate to an area that is comparable to a third world country. They had one suitcase of belongings, no electricity, no running water, and no hope of returning home to their previous lives (their houses and churches were burned). My anger resulted from a combination of the fact that we as American citizens never knew that this went on in our own country and the fact that this was just such an unjust thing to do! I could not imagine what it would be like to go from living your normal everyday life with all the amenities and comforts of the time, to being forced to move to a destitute place and watching all your belongings, everything you’ve worked for, disappear into the flames. It must have been heartbreaking. The Aleutian people not only suffered in material ways, but they also lost many of their friends and family because of illness. The website said that with the loss of the old they lost their history and tradition and with the loss of the young they lost their future. Somehow the Aleutian people were able to push through and survive against all odds; It makes me wonder if my family and I would be able to be so brave .

This is a quote that I think sums up the sense of loss the Aleutians suffered:"In 1942, my wife and our four children were whipped away from our home...all our possessions were left...for mother nature to destroy...I tried to pretend it really ws a dream and this could not happen to me and my dear family. "--Bill Tcheripanoff, Sr., Akutan Aleut Evacuee

After reading the Aleutian Sparrow:

Wow! What a powerful book! The reader is drawn into the fascinating world of the Aleutian people, and gets to experience the sorrow, anger, and disbelief along with the Aleutians. Our guide through this story is an amazing girl named Vera. I loved Vera; she continues to amaze me even now (days after I have finished the book). She is one of those characters whose story and plight can haunt you for a lifetime. Her attitude and positive outlook throughout the book inspired me. Vera went through so much; she was uprooted from her home, her own mother abandoned her, and her best friend (Pari) and surrogate parents (the Golodofs) died in exile. If any body had cause to despair she did; yet, through all of this Vera continues to help others. She got a job at a laundry mat to earn money, she told stories to the younger children, and she and Pari made a gigantic star to help decorate for Christmas. It makes me wonder if I could do the same if I was put into her situation.

The writing style of the Aleutian Sparrow is also very unique; I have never read anything like it. I think the brevity of the book and the diary like entries adds intensity to the book. The reader hangs on to every word Vera writes because there are so few words written. The entries are so beautifully written; they have a poetic quality that makes you just want to read them over and over again. The imagery in the passages also amazes me; one of my favorite lines is on page 58. Vera is describing the rising sun on her way to Ketchikan. She says, “My spirit rises with the sun, which parts the fingers of trees and slides its light through to the forest floor.” I think it is important to note that the brevity of the entries does not take away anything from the book; the reader still gets a full sense of the events that are occurring and their impact on the Aleutian people.

The story of the Aleutian people reminds me of two other groups of people who have also been mistreated, judged, and abandoned by the majority of their countrymen. The first group is the Jewish people. These people suffered in atrocious ways. They were ripped out their homes and communities and sent to work or “death camps”. One book from this era that particularly touched me is The Diary of Anne Frank. This book had so many similarities to the Aleutian Sparrow. Both groups of people lack medical care and amenities such as suitable bathrooms and food, Anne falls in love with Peter just as Vera falls in love with Alfred, and Anne and Vera both experience unspeakable heartaches and hardships. The second group is the African Americans. This one hits home for us. Americans mistreated these people so badly. We forced them to work for no wages, we ripped them away form their “homes” on a whim, and we often separated them from their husbands and children. The cruelty that was afflicted on them is unbelievable to me. Once again, just like in the case of the Aleutians, Americans were responsible for this.

I found two particularly sad facts in the book that I want to share. The first is that German POW’s were treated better then our own US citizens. On page 56 Vera explains that, “they are well fed…..they have cots and blankets, every last one….good sanitation and an infirmary….a variety of foods and recreation.” I cannot comprehend why we would do this for our ENEMY but not for our own people. The second is that not only did the government abandon then, their own countrymen did too. Vera talks about the people of Ketchikan and their disdain of the Aleutian people. How they want them moved away from them. One passage in particular that caught my attention is on page 124. It reads, “We are called undesirables and told we must leave Ward Lake….we are called a menace and told to leave.”

When teaching this book to children, I think it is important to stress that this story is fictional but the experience is not. This really happened to the Aleutian people. Hesse’s author note (pg. 154-155) in the final pages of her book gives a very understandable synopsis of the events that occurred between 1942 and 1945.The Aleutian websites are also good way to teach this topic. The documentary mentioned in the http://www.aleutstory.tv/ website would be a great way to show children a visual representation of what happened. There are several topics I would want to address with this book. I would have them perform the exercise that we did in class last week. We listed all of our favorite things and imagined each one being taken away. It was a very powerful illustration. This would help the children to gain perspective about what it would be like to be an Aleutian. I would also have them imagine that they were the ones who were sending the Aleutians away into exile. I would want them to be able to see and talk about both sides of the story.

Like we talked in about in class last week, I think it is very important to realize that prejudice, unfairness, and abuse exists in our society. I want my future classroom to be a place where we discuss those issues and try to find ways that we as a whole will not participate in those types of things. A child CAN develop empathy for others. I am one of those few people who have had a great life so far. I have been raised in a loving home with both of my parents present, gone to private schools, and lived in the same house since birth. I have never experienced anything close to what the Aleutians did, but I can empathize with them and all children can learn to do that as well. We all are interconnected; we all have common emotions and experiences that can be the building blocks that lead us to have empathy for others.

check out these websites to learn more about the Aleutian people:

http://www.apiai.com/history.asp?page=history
http://arcticcircle.uconn.edu/HistoryCulture/Aleut/Jones/jonesindex.html
http://www.nps.gov/archive/aleu/home.htm
http://www.nps.gov/aleu/
http://www.aleutstory.tv/
http://fear-itself.com/faq.htm

Where I'm From........

I am from ribbons, from hairspray and pearls.

I am from the leaves that cover the ground each fall.

I am from the dogwoods, the pine trees.

I am from pecan pies and brown eyes, from Dale and Tammie and Betty.

I am from the keepers of secrets and doers for others.

From shoulders back and chin up.

I am from Jesus saves! And grace extended to all who ask.

I'm from the glorious South and the Smith line, fried chicken and potato salad.

From the arm my dad broke climbing a tree, the rosebushes my grandmother planted in our front yard, and the heart attack my grandfather suffered before I was born.

I am from dresser drawers full of pictures, big and small, countless times of laughter and love.

Innocence, youth, and independence.

Captured. Frozen. But never lost.

Julius..The Baby of the World

Title: Julius: The Baby of the World
Author/Illustrator: Henkes, Kevin
Publisher and Date: Greenwillow Books, 1990
Genre: Picture Book, Animal Fantasy
Age Range: K-2

Summary: In this hilarious book Lilly and her family have just had a new addition to her family, her brother Julius. Julius is affectionately called “the baby of the world” by her parents, but Lilly affectionately refers to him as “disgusting.” Lilly’s parents adore Julius and praise every action that he does, even gurgling and blowing bubbles. Lilly however, sees nothing spectacular about her new baby brother and wishes that he would leave. She does everything she can to upset him; she ignores him, scares him, and tries to confuse him by repeating the alphabet mixed up. One day her family decides to throw a celebration in honor of Julius and cousin Garland makes the mistake of calling Julius “disgusting.” Lilly takes up for her brother and from then on everyone, especially Lilly, consider Julius “the baby of the world.”

Response: This was such a good story! Most kids would relate very well to this story, because most have either had a sibling brought into the family or feared that one day soon there parents would bring one in. Many children, especially younger children, fear that their parents will like their brother or sister better then them or that they will be forgotten altogether. When I was in first grade my mom told me that I was going to have a little sister. I was absolutely mortified. Up until that point I had been the youngest and the most spoiled princess in the family. I just could not comprehend having to share some of my attention with yet another sister! Like, Lilly I pouted and sulked trying to draw attention to myself in any way possible. Finally though I realized just like Lilly that my sister was family and that everyone had a special place in our family. I love how Lilly becomes the protective older big sister in the last few pages of the book. It is so true that we can pick on our siblings, but others cannot. The ending of the book wraps things up perfectly; “JULIUS IS THE BABY OF THE WORLD!” And from then on, he was. In everyone’s opinion. Especially in Lilly’s.” We have to be patient with our family and learn just like Lilly and I did that everyone has a place and no one is more important than anyone else. Lilly’s parents tried to stress this to her earlier in the book when they told her that they wanted Julius to be as clever and as beautiful as her, but she had to believe them in her own time.

Teaching Ideas: This would be a great book to read to any age group. The illustrations and added text would have them cracking up and empathizing with Lilly the whole way through. A good activity to pair with this book would be to have the children write a diary entry about a hard time they have experienced with their family. They can even draw pictures to help them express their emotions.

I would definitely encourage you to read more of Kevin Henkes hysterically funny, yet didactic books!

Because Of Winn-Dixie

Title: Because of Winn-Dixie
Author: DiCamillo, Kate
Publisher and Date: Candlewick Press, 2000
Genre: Realistic Fiction
Age Range: 3rd and up
2001 Newberry Honor Book

I absolutely loved this book! I’m a big dog person so this book really appealed to me in an extra way. The only drawback that I experienced while reading this book was that I had unfortunately seen the movie before reading the book. I always hate to do that because the movie influences my perception of the story. I tried to be as objective as I could and I thoroughly enjoyed the story in book and movie format.

Before I share some of my favorite parts of the story I wanted to discuss Langer’s four stances for readers. The first is “being out and stepping in.” In this step the reader makes predictions about the story based on the cover or book jacket. Judging from the cover of Because of Winn- Dixie I assumed that the story would have something to do with a girl and her dog. The second stance is “being in and moving through.” In this stance the reader focuses mainly on the characters and plot. Because of Winn- Dixie is a unique story about a girl and her dog and how they bring out the best in each other. The setting is in the small rural town of Naomi, Florida. The third stance is “being in and stepping out.” In this stance the reader uses the text as a springboard to discuss and think about broader global issues. Some issues that I think were raised in Because of Winn- Dixie were the pain and abandonment often felt by children in single parent homes, the difficulty of raising a child in a single family home, and the benefit of having a pet. The fourth and final stance is “stepping out and objectifying the experience.” In this stance the reader distances themselves from the story the text tells and talks about the work as a whole and what they notice or what it reminds them of. Because of Winn- Dixie reminded me of some other great stories that I have had the privilege of reading over the years. One of these is Old Yeller. Old Yeller is another classic dog story in which the dog becomes inseparable to main character (Travis Coates) and his family. Old Yeller like Winn- Dixie was a beneficial and integral part of the family. They all loved him.

This book had so many positive aspects to it. It did such a great job of instilling moral values without being pushy or without even outright trying to. One of the first and most valuable lessons the book taught was acceptance. This is first evidenced in the opening chapter of the book when Opal and Winn-Dixie first meet. Opal describes Winn-Dixie as “big, but skinny; you could see his ribs. And there were bald patches all over him, places where he didn’t have any fur at all. Mostly, he looked like a big piece of old brown carpet that had been left out in the rain.” She goes on to say however that, “He was an ugly dog, but already, I loved him with all my heart. The theme of acceptance runs throughout the book. It is extended to dogs, the elderly, the “bald headed babies” (the Dewberry boys), the outsiders (Amanda and Sweetie Pie), her distracted father, and even the misunderstood (Otis). This book shows that everyone deserves a chance and everyone has something to offer. Another more subtle lesson is that of abandonment and the trials of growing up without a parent (or in Winn-Dixie’s case without both). I think it is great that Kate touched on this sometimes sensitive subject. It is very hard to grow up in a single parent home; Opal had to learn to be a helper and do things on her own. She was so happy when she found Winn-Dixie because he became her constant companion; he could relate to her and now she never had to be alone. Another great theme interwoven into both the theme of abandonment and acceptance is that of friendship. Opal needed friendship to help her survive and thrive and she offered her friendship to all regardless of societal norms. It is always great to have friends whether they come in the form of dogs, twins, or funny African American women. Everyone needs them!

One of my favorite passages in the book is right near the end of the book when Opal and the “preacher” return from looking for Winn-Dixie. When they discover that Winn-Dixie was never really gone at all and that they can all just relax, sing, and enjoy each other’s company. I love this part of the book because these are all people that Opal and Winn-Dixie have brought together and the reader just silently celebrates that Winn-Dixie and Opal are reunited and can share this moment together.

All in all I loved this book and cannot say enough good things about it! It is a must read for my classroom one day! Opal is such a lovely dynamic character that the reader cannot help wishing that they could be her friend, and the small town setting adds to the welcoming effect that just draws the reader in and makes them feel comfortable. And if that is not enough I have two dogs and they were both strays so of course I’m going to love a story about a stray dog. It is a wonderful story that I look forward to sharing with others one day!

Kitten's First Full Moon

Title: Kitten’s First Full Moon
Author/Illustrator: Henkes, Kevin
Publisher and Date: Green willow Books, 2004
Genre: Picture Book
Age Range: K-2
2005 Caldecott Medal Winner

Summary: It’s Kitten’s first full moon and she is a little confused about what exactly a full moon is. She mistakenly thinks that the full moon is a full bowl of milk. She tries to lick it, chase it, jump on it, and climb a tree to reach it, but nothing works. Exhausted, hungry, and sad kitten returns home to find a full bowl of milk waiting for her on the porch outside.

Response: I immediately fell in love with this book! Kitten was so adorable yet so determined! Through her action she teaches readers to have persistence. She did everything she could to reach “the bowl of milk” in the sky, and only when she exhausted all of her options did she finally give up! I have two cats and I know the great lengths they will go to for their food! Henkes did a great job of making this book simple yet believable. Young readers will especially love the simple, sometimes repetitive text coupled with the gouache and colored pencil illustrations. The final page of the book is probably my favorite. Kitten looks so satisfied and happy with her full bowl of milk.

Teaching Ideas: This would be a great book to read with young children. Some of the pages asked questions that kids would jump to answer. For example, the page where kitten is stuck up in the tree asks, “what could she do?’ Kids would have the best time hypothesizing what kitten should do next. Young children could also read the repetitive phrases in the book along with you. For example, they could repeat with you, “Still, there was the little bowl of milk, just waiting.” Older children could write their own story about a kitten using this book as a guide.

Lilly's Big Day

Title: Lilly’s Big Day
Author/Illustrator: Henkes, Kevin
Publisher and Date: Greenwillow Books, 2006
Genre: Picture Book, Animal Fantasy
Age Range: K-2

Summary: Lilly is back and in this book she has another plan up her sleeve. Mr. Slinger, her favorite teacher in the world has just decided that he is going to marry the school nurse, Mrs. Shotwell, and Lilly is determined that is going to be the flower girl! Lilly practices and practices, and drops not so subtle hints to Mr. Slinger about wanting to be his flower girl. Mr. Slinger finally pulls Lily aside and informs her that unfortunately his niece, Ginger, is going to be the flower girl, but that she can have the super important extra special job of being the flower girl’s assistant. Lilly tries to make the best of her role and on the big day she gets the surprise of her life! Ginger, the real flower girl, is too scared to walk down the aisle so Lilly picks her up and carries her down. Lilly achieves her dream, saves the big day, and gains new friend in the process!

Response: This is such a great book! It contains so many valuable lessons for children. One is to have a good attitude about every situation. Lilly was very disappointed that she did not get to be the flower girl, but she made the best of her situation and in the end she was rewarded. Another great lesson is to be open to new opportunities. Lilly was uncertain about how she would feel about the actual flower girl, Ginger, but in the end they became best friends. A great lesson for adults is to be sensitive to children’s needs. Mr. Slinger knew how disappointed Lilly was not to be able to be the flower girl, but he gave her an important job to make her feel just as special and needed. Just like its prequel, Lilly’s Purple Plastic Purse, the illustrations made the reader laugh and learn. They were so expressive that the reader feels like they in the story. One of my favorite pages on the story is when Lilly prances back and forth practicing her flower girl walk. The reader really gets a sense of her excitement and determination.

There is a great quote in the book jacket of Lilly's Big Day that I wanted to share: " In all children's literature there is just a handful of characters we think of as family-Madeline, Winnie the Pooh, and Charolette come to mind-and when the young generation is old enough to reflect on the ones it loved, Lilly will probably lead the pack."-The New York Times Book Review This quote is so true! Lilly is such a fun, memorable that she will be talked about for generations to come!

Teaching Ideas: This is a great book to read to kids any time of the day. You could read it during free time or at the end of the day. It is a fun story that will have kids laughing and learning all in one! This would even be a great book to read for older elementary school children (2nd and up). You could read the story to them and have them write a short story about a time when something unexpected happened to them. It's a fun way to help them practice creative writing.

Lilly's Purple Plastic Purse

Title: Lilly’s Purple Plastic Purse
Author/Illustrator: Henkes, Kevin
Publisher and Date: Greenwillow Books, 1996
Genre: Picture Book, Animal Fantasy
Age Range: K-2

Summary: This book focuses on a cute mouse named Lilly. Lilly loves school; she loves pencils, chalk, her “private” desk, and most all her teacher, Mr. Slinger. Lilly tries to emulate everything that Mr. Slinger does in class and is so inspired by him that she decides she wants to become a teacher too. One day, however, everything changes. Lilly had the most exciting new things to show her class: a purple plastic purse, three shiny quarters, and shiny plastic shades. She is so anxious to show her new prizes off that she gets into trouble and Mr. Slinger has to take her items away. Lilly is furious and draws a mean picture of Mr. Slinger to get back at him. Mr. Slinger however writes Lilly a nice note about how her day will better tomorrow. Lilly ends up apologizing to Mr. Slinger and learns how to share her prizes with the class in an appropriate way.

Response: I loved this book! It would be very difficult to read this book and not love it! Lilly is just such a delightful character. You can just feel and see her childlike excitement throughout the book. Lilly is just like any young child; she is enthralled by anything new and exciting and cannot wait to share her discoveries with those around her. She also a very fickle character; one day she wants to be an ambulance driver and a diva, and the next day she decides she wants to be a teacher. This is part of what makes childhood so much; you get to discover new careers and have fun experiences without the pressure of having to make a choice right now.

The illustrations in this book are half the fun! They are done using black pen and watercolor paints. Each page is full of pictures that show you exactly what Lilly is doing and even thinking. I love the extra text Kevin puts above each picture. It adds to the story by letting the reader get inside Lilly’s head; young children will love this because they are getting to read someone’s private thoughts! The actual text works well with the pictures as well. One of my favorite pages in the book is when Lilly is handing her “I’m sorry” card and present to Mr. Slinger and the profuse apologies trail down the page until they get the picture. The reader really gets a sense of the seriousness of her apology.

Teaching Ideas: I cannot wait to read this book in my classroom one day. I’m sure all my students will love Lilly just as much as I did! She ends up being a great example of how to share things the right way in class, and of how to handle anger and disappointment in the classroom. These two things are likely to come up in any classroom and young students can learn how NOT to handle these situations in a fun way! The way Lilly eventually handles her problems and resolves her dilemmas will have you and your students clapping by the end of the story!

Here are two great lesson plans to check out:
http://www.readwritethink.org/lessons/lesson_view.asp?id=932

http://www.nancypolette.com/LitGuides/lilyspur.pdf

Be sure to check out more of Kevin Henkes works!!!!

Knuffle Bunny Too

Title: Knuffle Bunny Too: A Case of Mistaken Identity

Author/Illustrator: Willems, Mo

Publisher and Date: Hyperion Books for Children, 2007

Genre: Picture Book

Age Range: K and up

2008 Caldecott Honor Book

Summary:

The story begins with a young girl named Trixie who is on her way to school. Trixie is especially excited about school toady because she gets to show off her one of a kind knuffle bunny to the class. When she arrives at school however, she realizes that another girl, Sonja, has a knuffle bunny too. The girls spend the day arguing and eventually get their knuffle bunnies taken away. When the knuffle bunnies are returned to the girls, they are accidentally switched! The girls both discover the mistake in the middle of the night and meet to return the bunnies. They decide to become best friends and the next day at school they cannot wait to share their knuffle bunnies with each other.

Response:

This is such a cute story with such a great message. In elementary school a child's worst fear is showing up at school with the same show and tell toy as another child; In middle and high school the fear changes to showing up at school in the same outfit (at least for girls). We want to be seen as individuals and we do not want to have to share any part of our identity with others. I think Mo Willems did a great job of capturing this side of children. He also does a great job at of showing children that it is ok to have the same toy or the same outfit as someone else. These similarities are what can make us closer to one another; in the story Trixie and Sonja's mutual love of knuffle bunnies led them to be best friends. I also think it is great that Mo Willems portrays the parents of Trixie and Sonja in such a positive light; these parents are willing to wake up at 2:30 am to exchange knuffle bunnies! Parents often do not realize how much something like this means to a child.

The illustrations in the book were captivating. They were quite different from anything that I have ever seen in a picture book. The media used was Sepia photographs combined with hand drawn ink sketches shaded digitally. These illustrations gave the book a unique touch. The real photographs helped to remind the readers that this book is based on a true story, and the hand drawn sketches added an element of humor that often had me cracking up as I turned the pages.

Teaching Ideas:

I really liked this book and I cannot wait to read it to my class one day! This would be a good book to read to K-2nd graders before their first show and tell day to introduce the concept of sharing and how to be a good friend.It would also just be a fun book to read out loud with your kids at the end of the day to help them unwind. I know that I thoroughly enjoyed Trixie's faces and antics!

*Do not forget to check out the prequel to Knuffle Bunny Too: A Case of Mistaken Identity.....Knuffle Bunny: A Cautionary Tale!*

Title: MOSES: When Harriet Tubman Led Her People to Freedom

Author: Weatherford, Carole Boston

Illustrator: Nelson, Kadir

Publisher and Date: Hyperion Books for Children, 2006

Genre: Picture Book, Multicultural, Historical Fiction

Age Range: 2nd grade and up

2006 Caldecott Honor Book

2006 Coretta Scott King Award Winner

Summary:

This book tells the amazing story of Harriet Tubman and her journey to freedom. Harriet Tubman was born into slavery, but later in her life she felt God's call for her to escape. She heeded His call and trusted Him for every part of her journey. She finally made it Philadelphia after a long hard journey. She used her time there to learn about the Underground Railroad and to help runaway slaves. She was happy to be free, but she still felt a burden for her enslaved family and friends. She felt God calling her to be a "MOSES" for her people. Harriet Tubman agreed and made nineteen trips back and forth from the North to the South rescuing slaves and through it all she gave glory to God.

Response:

I LOVED this book! Every time I read a story about slavery, it saddens and amazes. Harriet Tubman was such an amazing person. She had a strong faith in God and He helped her to do things that many people thought were impossible. This book absolutely captivated me. The story and the illustrations are so powerful. I thought it was really neat that author used three different types of text throughout the story; she used one for the narrator, one for Harriet, and one for God. When God spoke the text was large and seemed to float across the page. I think this was a great touch, because God was her refuge, her bigger than life protector, who she could not see but who she felt was with her every step of her journey.

The words of the story were powerful themselves but the illustrations added intensity to the book. The reader could see, feel, hear, and touch everything that Harriet Tubman experienced through these illustrations. The illustrations were beautifully painted double page spreads that seemed endless. The words and the illustrations meshed so perfectly together. One of my favorite pictures in the book is the on the last page of the book. The picture is simply of Harriet Tubman with a bright blue background. She looks so content and strong; the text simply reads, "Well done, Moses, well done." Harriet lived her life with courage and faith that was both astounding and inspiring. The amazing story and the breathtaking illustrations combine to make this book worthy of many honors.

Teaching Ideas:

This book is a great introduction to the topic of slavery. Not only does it tell the amazing story of Harriet Tubman but also includes other important aspects of slave culture with songs such as "swing low sweet chariot" and the mention of the Underground Railroad. This book could be combined with other great books about slavery such as picture books, novels, and non fiction books. Some great examples of these books are Sweet Clara and the Freedom Quilt, The Slave Dancer, and One More River to Cross: An African American Photograph Album. These great books could be used along with Moses: When Harriet Tubman Led Her People to Freedom to compare and contrast the stories and mediums used to tell the stories.

What Do You Do With a Tail Like This?

Title: What Do You Do With a Tail Like This?

Author/Illustrator: Jenkins, Steve and Page, Robin

Publisher and Date: Houghton Mifflin Company, 2003

Genre: Picture Book, Informational

Age Range: K-6th

2004 Caldecott Honor Book

Summary:

This book introduces the reader to a wide variety of animals and animal parts and their functions. On page one the purpose of the book is introduced; the reader is supposed to read the question and try to guess the answer before turning the page. On some pages a question is asked such as "What do you do with a nose like this? and partial illustrations of animals are shown. On the next page the entire illustration is visible along with all the animal names and the functions of their noses. The book follows this pattern for all six questions dealing with ear, eyes, mouths, noses, feet, and tails.

Response:

I thought this was a really neat book. It is completely different from all the other picture books I have been reading. I thought it was great that this book actually taught concepts in an interesting way. Learning about animals while reading a picture book is much more fun than just reading about them in a textbook. The format and premise of the book are also great. The book simply asks a question and then answers it on the following page; it allows the reader to have fun while reading the book by introducing the guessing game concept at the beginning of the book. Any kid would jump at the chance to play a game while reading.

The illustrations for this book are beautiful! I could not believe that they are all made out of cut paper. It simply amazes me! I am not a very artistic person and it is hard for me to even draw a simple picture. So when I see artwork like this it makes me appreciate the time and the effort he put into the picture so much more because I know how difficult creating art can be. The pictures and the text flow really well together; I felt like both complemented each other and that neither one overpowered the other. The pictures are beautiful but what good are they without the words, and the words are neccesary to teach but the pictures are what really make the concepts memorable to a child. I also like the way that the text seemed to fit in with the picture. For example the text about the skunk seems to be spraying out from beneath his tail and the text about the blue footed booby seemed to jump around like he was performing a dance.

Teaching Ideas:

What can you not do with this book? Simply reading it is a teaching method; there is also a great information section in the back to explore after you finish the story that tells more information about all the animals in the book. Older students could also take other animals that they are learning about in class and use the format in the book to create their own mini story. The teacher could give them a list of animals and their body parts to focus on and the students could work in groups to write and illustrate their own books to share with the class.