Charlie and the Chocolate Factory
By: Roald Dahl
Modern Fantasy and Science Fiction
Monday, March 7, 2011
Faces of the Moon
Faces of the Moon
By: Bob Crelin
Nonfiction
This book describes the different phases of the moon with a different page for each phase. It describes the phase, by telling the name, what it looks like in the sky, as well as when that phase rises and sets. At the end of the book it gives more information about the moon as well as a chart showing where the moon is at in relation to the earth during its different phases.
I would use this book while teaching about the phases of the moon. It would be more fun than simply reading the science text about it. After reading it I would have a project where each night they have to look at the moon and record what shape it was and anything else interesting about it. Then after every few days we would reread the page that talked about whatever phase the moon was currently on.
I would use this book while teaching about the phases of the moon. It would be more fun than simply reading the science text about it. After reading it I would have a project where each night they have to look at the moon and record what shape it was and anything else interesting about it. Then after every few days we would reread the page that talked about whatever phase the moon was currently on.
Battlefields
Battlefields
By: Jennifer B. Gillis
Nonfiction
This book is a simple book that describes the different characteristics of battlefields and things that you would find at battlefields. Each page has a different heading and some words are in bold. At the end there is a glossary and index. It discusses things such as fortifications, weapons, and monuments.
I would use this book with my ELL students in my class. Since it uses simple language it would be easier for them to read and understand. After they read the book I would have my ELL students work together to summarize what they learned in English. They would then individually write down a few interesting facts that they learned. The consistency of the book would be a good model to help teach them about text structures as well.
I would use this book with my ELL students in my class. Since it uses simple language it would be easier for them to read and understand. After they read the book I would have my ELL students work together to summarize what they learned in English. They would then individually write down a few interesting facts that they learned. The consistency of the book would be a good model to help teach them about text structures as well.
T is for Tarheel: A North Carolina Alphabet
T is for Tarheel: A North Carolina Alphabet
By: Carol Crane
Nonfiction
This book is an alphabet book of different things in North Carolina, starting with the Appalachian Mountains for A, and ending with Zoom—Zoom—Zoom (because NC is the home of NASCAR) for Z. Each page hosts a letter and something that represents North Carolina for that letter. On the sides of the pages there is a few paragraphs describing in more detail the facts about that particular item.
T is for Tarheel would be a good introduction in which to present a project in which they have to create their own alphabet book of North Carolina. For this project, they would have to find something for each letter of the alphabet that represents NC. Then they would also have to make an illustration for each letter and write a few sentences about what they chose for each letter.
T is for Tarheel would be a good introduction in which to present a project in which they have to create their own alphabet book of North Carolina. For this project, they would have to find something for each letter of the alphabet that represents NC. Then they would also have to make an illustration for each letter and write a few sentences about what they chose for each letter.
Commander Toad and the Big Black Hole
Commander Toad and the Big Black Hole
By: Jane Yolen
Modern Fantasy and Science Fiction
Commander Toad and his crew is traveling through space when they encounter a “black hole” in the distance. Then as they are all talking, they hear a thump and realize that they are stuck on something. This something turns out to be the giant tongue of an E.T.T., an Extra Terrestrial Toad. They all try to find ways to escape being trapped on the tongue before they are swallowed. Nothing works until Commander Toad sings, and the E.T.T. sings along and on the last note of the song the ship was flung into space and they were freed.
I would have the students write about what would happen if they encountered a black hole in space. I would have them pretend that they were with Commander Toad and ask them what their black hole was. They would have to describe the hole and to think about things such as if anything came out of the hole, if the hole moved, or what happens if you entered the hole.
I would have the students write about what would happen if they encountered a black hole in space. I would have them pretend that they were with Commander Toad and ask them what their black hole was. They would have to describe the hole and to think about things such as if anything came out of the hole, if the hole moved, or what happens if you entered the hole.
Bone: Out from Boneville
Bone: Out from Boneville
By: Jeff Smith
Modern Fantasy and Science Fiction
This graphic novel is about three cousins, Fone Bone, Phoney, and Smiley who are lost in a desert and separated from one another. Fone Bone encounters a lot of creatures, such as the evil rat creatures and the great red dragon, before befriending beautiful Thorne. They go to Thorne’s Gran'ma Ben’s house and stay there until the rat creatures try to attack again. Gran'ma Ben is successful at fighting them off and the dragon helps save Fone Bone and Thorne in the woods. When they go to town the next day, they discover that Phoney and Smiley have found each other and were working in a bar to pay off their debt to Lucius. However, Gran'ma Ben is able to convince him to let them off work for a bit to celebrate them being reunited once again.
This book would be a fun one to read with the class to teach about the characteristics of a graphic novel. Since graphic novels aren’t taught very often in schools it would be a good resource to show children the variety of ways that stories can be told. After reading, the book I would have students work in groups on a project to create a short graphic novel of their own. Their graphic novel would have to tell a short story and be animated. This project would last over a period of a few weeks so that they could have the chance to first come up with a good plot idea and then have time to animate their story. Each student would be responsible for different parts of the story.
This book would be a fun one to read with the class to teach about the characteristics of a graphic novel. Since graphic novels aren’t taught very often in schools it would be a good resource to show children the variety of ways that stories can be told. After reading, the book I would have students work in groups on a project to create a short graphic novel of their own. Their graphic novel would have to tell a short story and be animated. This project would last over a period of a few weeks so that they could have the chance to first come up with a good plot idea and then have time to animate their story. Each student would be responsible for different parts of the story.
A Wrinkle in Time
A Wrinkle in Time
By: Madeleine L’Engle
Modern Fantasy and Science Fiction
Meg Murray, her brother Charles Wallace, and her friend Calvin O’Keefe go on a journey to try and find Meg and Charles’s dad when they discover that tesseracts, a wrinkle in time, exist. They are assisted by three women, known as the three Mrs. W’s. They learn that the universe is being threatened by the Dark Thing, and the planet where their father is being held is under control of the Dark Thing, and a giant living brain known as IT. Despite the fact that Charles becomes under the influence of IT’s mind control, Meg manages to save her father and then returns to save Charles, making him snap back into his state of mind by showing him love, the one weapon that IT did not possess.
After reading the book to them I would have them think about what it would be like to have to conform to IT, such as the people on the planet Camazotz had to. I would ask them to write about how they would feel if they had to completely conform to someone and something, and what they would miss being able to do. After that I would have them share with a group what they wrote about and how they would feel.
After reading the book to them I would have them think about what it would be like to have to conform to IT, such as the people on the planet Camazotz had to. I would ask them to write about how they would feel if they had to completely conform to someone and something, and what they would miss being able to do. After that I would have them share with a group what they wrote about and how they would feel.
Death of the Iron Horse
Death of the Iron Horse
By: Paul Goble
Realistic or Historical Fiction
The Cheyenne Indians used to live happily until the white people came and destroyed their villages and tried to take all the land for themselves. The Cheyenne people tried to fight back but they were not much of a match for the white people. Then one day some scouts came to their village and told them about an Iron Horse that breathed smoke and had the voice of thunder. Some men in the tribe wanted to protect their people from the Iron Horse so they set off on a journey to defeat it. They took apart some of the railroad track and when the train came, it was derailed and the Indians raided the train and took many goods back with them. They then set the train on fire.
I would use this book to teach about the battle between the settlers of America and the Native Americans. The Native Americans experienced very few victories and this story is based on one of the few triumphs they had. I would ask the students if they thought what the white people did to the Indians was okay and to think about ways that they could have better dealt with the Indians. I’d also have them write about if they thought what the Indians did to the train was okay and why or why not.
I would use this book to teach about the battle between the settlers of America and the Native Americans. The Native Americans experienced very few victories and this story is based on one of the few triumphs they had. I would ask the students if they thought what the white people did to the Indians was okay and to think about ways that they could have better dealt with the Indians. I’d also have them write about if they thought what the Indians did to the train was okay and why or why not.
Number the Stars
Number the Stars
By: Lois Lowry
Realistic or Historical Fiction
Annemarie is a 10 year old girl living in Demark during WWII. With the Nazis occupying their country and her best friend, Ellen, being a Jew, Annemarie has to be brave and courageous. She is forced into stressful situations, such as when the Nazis almost discover that Ellen, who was pretending to be Annemarie’s older sister, is an imposter, or when the Nazis invade a mock funeral which was really an event for Jews to receive some needed supplies. Annemarie has to be extra brave when she needed to deliver an important package to her uncle before he departed for Sweden. At the end of the book two years have passed and the Jewish families can safely return to their homes to Denmark and Annemarie is excited to be reunited with her old friend.
I believe that this book would be a great way to help teach my students about WWII. It would help them to experience what it might have felt like to be living in Europe during the war. It would be more effective than simply reading a textbook about the events since text books often are too complex for students to understand. I would use the think-pair-share strategy with this book to help the students become more critical readers and to learn more about other perspectives of what’s happening.
I believe that this book would be a great way to help teach my students about WWII. It would help them to experience what it might have felt like to be living in Europe during the war. It would be more effective than simply reading a textbook about the events since text books often are too complex for students to understand. I would use the think-pair-share strategy with this book to help the students become more critical readers and to learn more about other perspectives of what’s happening.
Rules
Rules
By: Cynthia Lord
Realistic or Historical Fiction
Catherine is a 12 year old girl who has a younger brother, David, with severe autism. When the new neighbors move in next door, she is very concerned with what the new kid, Kristi, is going to think of her. Catherine is constantly embarrassed by David and feels bogged down with the responsibilities that are forced upon her because of his condition. When she makes a new friend, Jason, at David’s occupational therapy, she is split between wanting to spend more time with him and her fear of what others will think about their relationship.
I think this book would provide a great opportunity in which the students could think in-depth about people’s differences. I would probably read this book a few chapters at a time, and then have students respond to what they read. I would have the students use the talking back to the text strategy so that they could think about how they would feel if they were in Catherine’s position. They would then talk to a group of other students about their responses. This way they will become more empathetic towards Catherine’s position and more understanding of the situations others around them may face.
I think this book would provide a great opportunity in which the students could think in-depth about people’s differences. I would probably read this book a few chapters at a time, and then have students respond to what they read. I would have the students use the talking back to the text strategy so that they could think about how they would feel if they were in Catherine’s position. They would then talk to a group of other students about their responses. This way they will become more empathetic towards Catherine’s position and more understanding of the situations others around them may face.
Lon Po Po
Lon Po Po
By: Ed Young
Traditional or Folk Literature
Lon Po Po is a Chinese version of Red Riding Hood in which the mother of three children go off to visit their grandmother. Once she leaves, a cunning wolf tries to pretend to be their grandmother. The oldest daughter discovers that she is an imposter and devises a plan. The three children climb up a tree and convince the wolf to get in a basket tied to a rope so they can try to pull her up. However, they continually “accidentally” drop the basket until the wolf falls to its death. The next day the mother returns and they tell her the tale of the wolf.
I would use this book in the classroom by discussing how different cultures can come up with different versions of the same tale. I would read them the book and talk about how it differs from the traditional version of red riding hood. As a project they could work in groups to make their own version of red riding hood and then present their story to the rest of the class.
I would use this book in the classroom by discussing how different cultures can come up with different versions of the same tale. I would read them the book and talk about how it differs from the traditional version of red riding hood. As a project they could work in groups to make their own version of red riding hood and then present their story to the rest of the class.
Johnny Appleseed
Johnny Appleseed
Retold By: Steven Kellogg
Traditional or Folk Literature
Even when Johnny Appleseed, aka John Chapman, was a young boy he loved picking apples from his family’s apple trees. He was inspired to love all of nature and ended up traveling across Ohio and Indiana planting apple seeds and living in the wilderness. People retold stories to their children of his adventures, such as how he battled a rattlesnake with his foot, but since his foot was as tough as elephant’s hide it didn’t penetrate.
This is a fun story that I would use during earth week. I would read Johnny Appleseed and talk about how he cared about nature. I’d teach my students about the importance of caring for the environment and how Johnny Appleseed chose to love nature and didn’t want to harm it. I would have them all write about one way they could protect the environment and then have them practice putting their ideas into action for the week. At the end of the week we would talk about how proactive they were with doing their ideas.
This is a fun story that I would use during earth week. I would read Johnny Appleseed and talk about how he cared about nature. I’d teach my students about the importance of caring for the environment and how Johnny Appleseed chose to love nature and didn’t want to harm it. I would have them all write about one way they could protect the environment and then have them practice putting their ideas into action for the week. At the end of the week we would talk about how proactive they were with doing their ideas.
Beauty and the Beast
Beauty and the Beast
Retold by: Marianna Mayer
Traditional or Folk Literature
Beauty is the daughter of a wealthy merchant who in one storm loses all his ships and cargo. She and her siblings have to go live in the country and work to survive. One day her father is returning from town and gets caught in a storm and is forced to seek refuge in a beautiful palace. While he is cared for that night, in the morning the beast confronts him when he tries to steal a rose to bring to Beauty. In exchange for his life, Beauty agrees to live at the palace with the Beast. While they are living together, Beauty begins to fall for the Beast until she eventually agrees to marry him. When she does, he is transformed into a handsome prince and they live happily ever after.
I would use this book in the class by reading it and then watching Disney’s Beauty and the Beast. We would list all the differences between the two and I would talk about how many variants fairy tales can have. I would discuss the characteristics of fairy tales with them and then read another version of the tale and have them write down the differences that it had with this book.
I would use this book in the class by reading it and then watching Disney’s Beauty and the Beast. We would list all the differences between the two and I would talk about how many variants fairy tales can have. I would discuss the characteristics of fairy tales with them and then read another version of the tale and have them write down the differences that it had with this book.
The Ugly Duckling
The Ugly Duckling
Originally By: Hans Christian Anderson, Retold By: Rachel Isadora
Traditional or Folk Literature
This book is about an “ugly” duckling who looks different from all the other ducks at his pond. All the animals make fun of him and refuse to be friends with him. The duckling is lonely and tries to go out into the world to find happiness but encounters a lot of roadblocks. Finally when winter comes, a kind famer takes him home and his family cares for the duckling for the duration of the winter before setting him free. When the duckling sees his reflection in the pond, he sees he has grown into a beautiful bird.
I would read this book in my class to discuss bullying and the importance of celebrating peoples people’s differences. I would tell the students how bullying isn’t tolerated and how everyone has their own strengths and weaknesses. I would have my students talk about a time when they felt left out or different and how it made them feel. Then I’d have everyone write about a way that they could show kindness to each other and have them share their ideas.
I would read this book in my class to discuss bullying and the importance of celebrating peoples people’s differences. I would tell the students how bullying isn’t tolerated and how everyone has their own strengths and weaknesses. I would have my students talk about a time when they felt left out or different and how it made them feel. Then I’d have everyone write about a way that they could show kindness to each other and have them share their ideas.
A Pride of African Tales: Anansi’s Fishing Expedition
A Pride of African Tales: Anansi’s Fishing Expedition
By: Donna L. Washington
Multicultural and International Literature
This story is based on a trickster tale from Ghana, where a young boy, Anansi, is in search of a partner to go fishing with him. However, everyone knew that Anansi was a cunning boy so no one wanted to join him. Finally, Onini agrees to accompany him on his fishing adventure, thinking to himself how Anansi would be the one outsmarted this time. So Onini tricks Anansi into doing all the work and Onini receives all the benefits. It isn’t until the very end when all the people in the village were laughing at Anansi that he realized that he was the one who was being deceived.
After reading this book in class I would ask my students if they had ever been tricked into doing something they didn’t want to do, or if they had ever tricked anyone else. I’d have them write about a time that they tricked someone and then have them draw a picture to go along with their tale.
After reading this book in class I would ask my students if they had ever been tricked into doing something they didn’t want to do, or if they had ever tricked anyone else. I’d have them write about a time that they tricked someone and then have them draw a picture to go along with their tale.
The Legend of the Bluebonnent
The Legend of the Bluebonnent
By: Tomie DePaola
Multicultural and International Literature
This book teaches a lot about Indian culture and what they value. After reading this book to the class, I would discuss the Native American culture with my students and talk about their way of living. I would have them choose what they thought their most valued possession was and write about what made this possession more special than everything else they owned.
Sadako and the Thousand Paper Cranes
Sadako and the Thousand Paper Cranes
By: Eleanor Coerr
Multicultural and International Literature
I could use this book to teach both about the Japanese culture and the effects of the atomic bomb on the people who lived there. I would have a discussion with the class about what it would feel like to be in Japan in 1954, when numerous people were getting sick because of the atomic bomb
Abuela's Weave
Abuela's Weave
By: Omar S. Castaneda
Multicultural and International Literature
Esperanza and her grandmother, aka Abuela, work together in front of a loom to create beautiful tapestries and other works of art such as dresses and bags. Esperanza is worried that the people at the Guatemalan market won’t to buy from them because so many things were being made my machine. However, once they get to the market and find a place to set up their merchandise, the people quickly notice the beauty of the elaborate weaving, especially the tapestry which had images of Guatemala’s history woven into it. They end up being able to sell all their items and the people are anxious for them to return next month with new items to sell.
I would use this book to help teach students about the culture of Guatemala. It uses a lot of authentic language, such as the names of the cities or streets. I would talk about the traditions of the Guatemalans, such as how many families make things by hand and then sell them in marketplaces. As an activity to go along with the book, I would give my students different scraps of cloth and have them make their own “weave” by gluing the pieces together in their own unique way onto a large piece of construction paper. I would then put all the papers together and put it on a wall in the classroom to display as class art.
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