Title: "Beatrice's Goat"
Author: Page McBrier
Illustrator: Lori Lohstoeter
Publisher: Scholastic, Inc., 2001
Genre: Multi-Cultural
Grade: 2-3
This book is about a Ugandan girl named Beatrice. Beatrice longs more than anything to go to school and learn like all the others. One day her family receives a goat that is going to bring them lucky gifts. Mugisa, the goat, has two kids, Expected and Surprise. After the two kids had gotten older, Beatrice began selling Mugisa's goat milk for money. One day she comes home and sees her mother crying and her mother tells her she has enough money to go to school now. Beatrice is so unselfish she asks what about the other things they need and she tells her "First things first." On Beatrice's first day of school, her friend Bunane comes by and tells her that he wishes he was going to school and she tells him not to worry because his family is next in line to receive a goat.
I loved this book. I can't believe how unselfish Beatrice was. She did everything that Mother asked her to do. She worked in the fields, tended to the chickens, watched the children, and ground up the cassava flour they would take to the market to sell. When the goat came she also had to take care of it. She never questioned anything. She just did it for the family! When she finds out she is making all this money, her first thought of what to do with it is to buy a new shirt for Moses and a warm blanket for the bed she shares with Grace. The pictures in this book are amazing! The illustrator uses acryllic paint to illustrate. The village looks exactly like I would picture a village in Africa. They have the banana trees and the straw house just as I have always pictured. I think this book is definitely a good multicultural book. It informs the reader of how life in Uganda would be as a young girl. It tells of all the chores and how school is not an option for every child. This book is written through an insider's perspective because it is written about this little girl and her family but it is told like she knows what Beatrice is going through.
I would use this book in my classroom to talk about the different hardships that different cultures face. I could chose some other books and have my students to compare and contrast these hardships. They could do this in a venn-diagram or in a story. I could also ask them what they would want if a lucky goat could bring them anything. They could write a story about their desires and illustrate it.
Tuesday, April 29, 2008
Monday, April 28, 2008
"Ruby's Wish"
Title: "Ruby's Wish"
Author: Shirin Yim Bridges
Illustrator: Sophie Blackall
Publisher: Scholastic, Inc., 2002
Genre: Multicultural
Grade: 2-3
Ruby was one of the one hundred children. Her name was Ruby because she always wore red. If her mother made her wear somber colors, she still wore red ribbons in her hair. One day the children were practicing calligraphy and her grandfather saw that her sheet was more beautiful than all the others so he applauded her for it. One day Ruby was asked to write a poem and she impressed her teacher as well as her grandfather, but her grandfather was worried about what the poem said so he asked her about it. She explained that it was because she didn't want to be like the other girls and just get married, but she wanted to go to a university. On New Years Day, Ruby received a letter from a university saying that "they would be proud to accept Ruby as one of their very first female students." Ruby got her wish and the author knows all this because Ruby is her grandmother.
I thought this book was so cute. I loved it because here is this little girl who wants to go to a university and wanted to be different from all the others. She didn't care what the customs were, she just wanted to be her own individual. The pictures in this book were amazing. It seemed as if I was actually there in the picture with Ruby seeing the same things she was seeing. The illustrations for this book were done on gouache on Arches hot-pressed paper. This book definitely an example of a good multicultural book. The culture shows that of China and how the customs don't allow girls to be schooled and especially for them to go to a university. I think this would be written as an insider's perspective because Ruby is Bridges' grandmother.
I would definitely use this book in my classroom to show my students that it is okay to be different and not dress or do what the others do or what others expect of you. I could have them to compare this book to a book from our culture and see how they differ in what women are allowed to do and not to do.
Author: Shirin Yim Bridges
Illustrator: Sophie Blackall
Publisher: Scholastic, Inc., 2002
Genre: Multicultural
Grade: 2-3
Ruby was one of the one hundred children. Her name was Ruby because she always wore red. If her mother made her wear somber colors, she still wore red ribbons in her hair. One day the children were practicing calligraphy and her grandfather saw that her sheet was more beautiful than all the others so he applauded her for it. One day Ruby was asked to write a poem and she impressed her teacher as well as her grandfather, but her grandfather was worried about what the poem said so he asked her about it. She explained that it was because she didn't want to be like the other girls and just get married, but she wanted to go to a university. On New Years Day, Ruby received a letter from a university saying that "they would be proud to accept Ruby as one of their very first female students." Ruby got her wish and the author knows all this because Ruby is her grandmother.
I thought this book was so cute. I loved it because here is this little girl who wants to go to a university and wanted to be different from all the others. She didn't care what the customs were, she just wanted to be her own individual. The pictures in this book were amazing. It seemed as if I was actually there in the picture with Ruby seeing the same things she was seeing. The illustrations for this book were done on gouache on Arches hot-pressed paper. This book definitely an example of a good multicultural book. The culture shows that of China and how the customs don't allow girls to be schooled and especially for them to go to a university. I think this would be written as an insider's perspective because Ruby is Bridges' grandmother.
I would definitely use this book in my classroom to show my students that it is okay to be different and not dress or do what the others do or what others expect of you. I could have them to compare this book to a book from our culture and see how they differ in what women are allowed to do and not to do.
"Ramadan"
Title: "Ramadan"
Author: Suhaib Hamid Ghazi
Illustrator: Oman Rayyan
Publisher: Holiday House, 1996
Genre: Multicultural
Grade: 3rd grade
This book begins by telling the reader that Muslim means that he believes in the religion of Islam and Muslims believe in one God called Allah. The book then goes on to tell about the Islam religion and how it is more than 1400 years old. In the ninth month of the Muslim lunar year is called Ramadan, which is a month long time period in which every Muslim fasts. There are exceptions regarding the fasting. Old people and young children are exempt from fasting, as well as sick people and pregnant women. Ramadan is more than just a month of fasting, it is also to clean and purify their bodies and minds. It goes on to talk about the service at the Mosque and everything that goes on there.
I liked this book because it let me become more familiar with the Islam culture. I didn't know what Ramadan was or what it was all about. I had no idea what all fasting entold and who could be exempt. The illustrations in this book look they have been done using water color. This is definitely a book I would consider to be good multicultural literature. This book definitely demonstrated cultural authenticity because it talked about the Muslim culture. It walks the reader through Ramadan. I think this book is from an insider's perspective because it is written from the viewpoint of a boy named Hakeem. I think this book identifies with the cultural group of Muslim Americans and the Middle East. I also really liked that there was a glossary in the back with the definitions of all the Islamic Religion.
I would use this book in a multicultural unit on different religious holidays. I would include this book with the book on Hanuakkah. I would have students to keep a journal on the different religious holidays we discuss and what's significant about all of them.
Author: Suhaib Hamid Ghazi
Illustrator: Oman Rayyan
Publisher: Holiday House, 1996
Genre: Multicultural
Grade: 3rd grade
This book begins by telling the reader that Muslim means that he believes in the religion of Islam and Muslims believe in one God called Allah. The book then goes on to tell about the Islam religion and how it is more than 1400 years old. In the ninth month of the Muslim lunar year is called Ramadan, which is a month long time period in which every Muslim fasts. There are exceptions regarding the fasting. Old people and young children are exempt from fasting, as well as sick people and pregnant women. Ramadan is more than just a month of fasting, it is also to clean and purify their bodies and minds. It goes on to talk about the service at the Mosque and everything that goes on there.
I liked this book because it let me become more familiar with the Islam culture. I didn't know what Ramadan was or what it was all about. I had no idea what all fasting entold and who could be exempt. The illustrations in this book look they have been done using water color. This is definitely a book I would consider to be good multicultural literature. This book definitely demonstrated cultural authenticity because it talked about the Muslim culture. It walks the reader through Ramadan. I think this book is from an insider's perspective because it is written from the viewpoint of a boy named Hakeem. I think this book identifies with the cultural group of Muslim Americans and the Middle East. I also really liked that there was a glossary in the back with the definitions of all the Islamic Religion.
I would use this book in a multicultural unit on different religious holidays. I would include this book with the book on Hanuakkah. I would have students to keep a journal on the different religious holidays we discuss and what's significant about all of them.
Sunday, April 27, 2008
"Festival of Lights"
Title: "Festival of Lights: The Story of Hanukkah"
Author: Maida Silverman
Illustrator: Carolyn S. Ewing
Publisher: Aladdin Paperbacks, 1987
Genre: Multicultural, Picture Book
Grade: 2-3
The book begins by talking about long ago when all the Jewish people lived in the kingdom of Judea. King Antiochus ruled the land, but he wanted to rule Egypt too. So he sent his soldiers to the Holy Temple where they stole gold cups and dishes from the High Priest. The king became furious because the Jews fought his soldiers so he had the army burn down their houses and took many Jews away to be slaves. Antiochus ordered that the Jews could not pray and they could not keep the Sabbath a day of rest. The Jews began fighting back against the Egyptians. When the temple became ready to be dedicated to God, people came from all over Judea and danced, sang, and praised the Lord for eight days. Judah Maccabbee spoke to them and told them that every year at this time they would call the holiday "Hanukkah" (meaning Dedication).
I enjoyed this book because it allowed me to learn more about the Jewish holiday, Hanukkah. I think it is very important that my students become aware of other religions and their holidays. I think this book exemplified good multicultural literature because it presented cultural authencity because it was true and talked about the Jewish culture and their struggle with the Egyptians. I think the author writes from an outside perspective in this particular book because it was based a long time ago, way before the author's time. I enjoyed the pictures in this book. It looks like they have been painted. It reminds me of pictures you would see in a children's book of the Bible. I also liked this book because at the end it gave the legend of the menorah and the legend of the dreidle. It also gave the directions for making a dreidle as well as how to play the dreidle game. It also gave the song "Rock of Ages" which is a traditional song, sung after the Hanukkah candles are lit. It is meant to remind us of the courage of the Maccabees and how, with God's help, they fought for freedom.
I would definitely use this book in my classroom at the time of Hanukkah. I would incorporate it in a multicultural Christmas time unit. We could make dreidles and play the dreidle game. Younger students could color pictures of the menorah. I could also have my students make a journal and keep each culture that we study in their journal and have them write about what they learn about that culture.
Author: Maida Silverman
Illustrator: Carolyn S. Ewing
Publisher: Aladdin Paperbacks, 1987
Genre: Multicultural, Picture Book
Grade: 2-3
The book begins by talking about long ago when all the Jewish people lived in the kingdom of Judea. King Antiochus ruled the land, but he wanted to rule Egypt too. So he sent his soldiers to the Holy Temple where they stole gold cups and dishes from the High Priest. The king became furious because the Jews fought his soldiers so he had the army burn down their houses and took many Jews away to be slaves. Antiochus ordered that the Jews could not pray and they could not keep the Sabbath a day of rest. The Jews began fighting back against the Egyptians. When the temple became ready to be dedicated to God, people came from all over Judea and danced, sang, and praised the Lord for eight days. Judah Maccabbee spoke to them and told them that every year at this time they would call the holiday "Hanukkah" (meaning Dedication).
I enjoyed this book because it allowed me to learn more about the Jewish holiday, Hanukkah. I think it is very important that my students become aware of other religions and their holidays. I think this book exemplified good multicultural literature because it presented cultural authencity because it was true and talked about the Jewish culture and their struggle with the Egyptians. I think the author writes from an outside perspective in this particular book because it was based a long time ago, way before the author's time. I enjoyed the pictures in this book. It looks like they have been painted. It reminds me of pictures you would see in a children's book of the Bible. I also liked this book because at the end it gave the legend of the menorah and the legend of the dreidle. It also gave the directions for making a dreidle as well as how to play the dreidle game. It also gave the song "Rock of Ages" which is a traditional song, sung after the Hanukkah candles are lit. It is meant to remind us of the courage of the Maccabees and how, with God's help, they fought for freedom.
I would definitely use this book in my classroom at the time of Hanukkah. I would incorporate it in a multicultural Christmas time unit. We could make dreidles and play the dreidle game. Younger students could color pictures of the menorah. I could also have my students make a journal and keep each culture that we study in their journal and have them write about what they learn about that culture.
A Mother Who Doesn't Deserve or Want To Be One
Title: "Becoming Naomi Leon"
Author: Pam Munoz Ryan
Publisher: Scholastic, Inc., 2004
Genre: Multi-cultural Novel
Grade: 4-5
This book begins with Naomi Outlaw, a fifth grade girl who is made fun of for her last name. She is teased by everyone at school because they ask her if she had stolen anything today? Naomi and Owen live with their great-grandmother, Gram, because their real mother had left them with Gram seven years ago. Then one day their world was turned upside down when their mother, Skyla, shows up on ther doorstep. Skyla thinks that she has every right to be their mother and do motherly things like go to their parent teacher conferences. Naomi had arranged for her new friend Blanca's mother to meet Skyla but Skyla never shows. Skyla wants to take Naomi with her and her boyfriend, Clive, to Las Vegas, but Naomi insists she is not going anywhere without Gram and Owen. Gram then takes Owen and Naomi to Mexico to try and find their father so he can write a recommendation for the children to be left with Gram. When they find him, there is an instant connection. When they leave Mexico, Santiago, their father, says he would love to see the kids over the summer if Gram would allow it. When they get back to Lemon Tree, California they go to court to see if Gram or Skyla will get custody. Gram ends up getting custody because Naomi tells the truth about Skyla and the beer and slapping her.
I really enjoyed this book. I thought it was a great multicultural book about Mexican-Americans. I liked how it included cultural markers throughout the book. The Night of the Radishes was something that a lot of families did because it had been something that generations upon generations had done. Bunuelos are a traditional Western dish that is served at the Night of the Radishes. The family being as close as they were was another thing that played a role in Mexican culture. I think that the author does present an insider's perspective. The Author's Note in the back says that Ryan has background in the Mexican culture. It also says that she went to the Night of the Radishes to experience what that would really be like. I thought this book reminded me a lot of Opal in "Because of Winn Dixie" because of the way they both lived in trailer parks but had no one their age living there with them. Neither had a mother in their lives, however Naomi had a great-grandmother who was her mother figure. Opal and Naomi both had older influences on their lives because they hung out with the older people in their lives. There were also superstitions in both books. Opal became friends with the older lady who had bottles hanging from her tree to keep the bad thing away, while Gram had all these superstitions about writing down things they really wanted to come true. I couldn't believe how their mother acted though. There is no way that she was even fit to be a mother because she didn't even want Owen because he had all these problems and the only reason she wanted Naomi was to babysit Sapphire.
I would definitely use this book in an older elementary to middle school aged classroom. I would have my students to keep a journal much like Naomi's. They could make lists of "Splendid Words" and things that they know about certain things. They could also pick a place they would like to go and write in their journal about that trip to, from, and while they were there.
Author: Pam Munoz Ryan
Publisher: Scholastic, Inc., 2004
Genre: Multi-cultural Novel
Grade: 4-5
This book begins with Naomi Outlaw, a fifth grade girl who is made fun of for her last name. She is teased by everyone at school because they ask her if she had stolen anything today? Naomi and Owen live with their great-grandmother, Gram, because their real mother had left them with Gram seven years ago. Then one day their world was turned upside down when their mother, Skyla, shows up on ther doorstep. Skyla thinks that she has every right to be their mother and do motherly things like go to their parent teacher conferences. Naomi had arranged for her new friend Blanca's mother to meet Skyla but Skyla never shows. Skyla wants to take Naomi with her and her boyfriend, Clive, to Las Vegas, but Naomi insists she is not going anywhere without Gram and Owen. Gram then takes Owen and Naomi to Mexico to try and find their father so he can write a recommendation for the children to be left with Gram. When they find him, there is an instant connection. When they leave Mexico, Santiago, their father, says he would love to see the kids over the summer if Gram would allow it. When they get back to Lemon Tree, California they go to court to see if Gram or Skyla will get custody. Gram ends up getting custody because Naomi tells the truth about Skyla and the beer and slapping her.
I really enjoyed this book. I thought it was a great multicultural book about Mexican-Americans. I liked how it included cultural markers throughout the book. The Night of the Radishes was something that a lot of families did because it had been something that generations upon generations had done. Bunuelos are a traditional Western dish that is served at the Night of the Radishes. The family being as close as they were was another thing that played a role in Mexican culture. I think that the author does present an insider's perspective. The Author's Note in the back says that Ryan has background in the Mexican culture. It also says that she went to the Night of the Radishes to experience what that would really be like. I thought this book reminded me a lot of Opal in "Because of Winn Dixie" because of the way they both lived in trailer parks but had no one their age living there with them. Neither had a mother in their lives, however Naomi had a great-grandmother who was her mother figure. Opal and Naomi both had older influences on their lives because they hung out with the older people in their lives. There were also superstitions in both books. Opal became friends with the older lady who had bottles hanging from her tree to keep the bad thing away, while Gram had all these superstitions about writing down things they really wanted to come true. I couldn't believe how their mother acted though. There is no way that she was even fit to be a mother because she didn't even want Owen because he had all these problems and the only reason she wanted Naomi was to babysit Sapphire.
I would definitely use this book in an older elementary to middle school aged classroom. I would have my students to keep a journal much like Naomi's. They could make lists of "Splendid Words" and things that they know about certain things. They could also pick a place they would like to go and write in their journal about that trip to, from, and while they were there.
Tuesday, April 22, 2008
"The Breadwinner"
Title: "The Breadwinner"
Author: Deborah Ellis
Illustrator: Pascal Milelli
Publisher: Groundwood Books, 2000
Genre: multicultural novel
Grade: 4-5
Parvana, who is an eleven year old Afghan girl, lives in Afghanistan which has recently been taken over by the Taliban. Females are not allowed to go out of the house without a male escort or a piece of paper giving them permission from a male to be out. It was so bad in Afghanistan that they didn't believe that girls should receive an education, so Parvana and her sisters had to drop out of school. One day the Taliban came to the house and arrested their father. Parvana and her Mother go the next day to find out something about Parvana's father, but they won't tell them anything. Mrs. Weera and Mother decide that Parvana should cut her hair and dress like a boy and work at the market to make some money for the family to eat on. Eventually Mrs. Weera ends up moving in to the house with Parvana's family. Nooria, Parvana's older sister, becomes engaged so the family leaves for Mazar and leaves Parvana with Mrs. Weera. Parvana begins to worry when she gets word that Mazar has been taken by the Taliban. Father is released from prison and Father and Parvana go to the refugee camps to try to find Mother, Nooria, Maryam, and Ali.
I liked this book. It was slow moving in the beginning but once I got into it, it became a book I could not put down. I had no idea that this is how it is over in Afghanistan. I could not imagine not being able to go out whenever I wanted because I didn't have a male escort. I also couldn't believe that the Taliban did not want any Afghan girls getting an education. I really thought Ellis did a great job describing what was going on in Afghanistan. I also thought that the scene where Ellis describes the soccer game, however it is not a real soccer game but rather a place where the Taliban soldiers took prisoners to and cut off their hands.
I would use this book in my classroom one day in a multicultural unit or in an Afghanistan/ War in Iraq unit. I would have the students to read the book and keep a journal of what they read and how they feel about what they read in each chapter. We could also do a venn diagram or something to compare the way the Afghan male treatment compares to the treatment of Afghan females.
Author: Deborah Ellis
Illustrator: Pascal Milelli
Publisher: Groundwood Books, 2000
Genre: multicultural novel
Grade: 4-5
Parvana, who is an eleven year old Afghan girl, lives in Afghanistan which has recently been taken over by the Taliban. Females are not allowed to go out of the house without a male escort or a piece of paper giving them permission from a male to be out. It was so bad in Afghanistan that they didn't believe that girls should receive an education, so Parvana and her sisters had to drop out of school. One day the Taliban came to the house and arrested their father. Parvana and her Mother go the next day to find out something about Parvana's father, but they won't tell them anything. Mrs. Weera and Mother decide that Parvana should cut her hair and dress like a boy and work at the market to make some money for the family to eat on. Eventually Mrs. Weera ends up moving in to the house with Parvana's family. Nooria, Parvana's older sister, becomes engaged so the family leaves for Mazar and leaves Parvana with Mrs. Weera. Parvana begins to worry when she gets word that Mazar has been taken by the Taliban. Father is released from prison and Father and Parvana go to the refugee camps to try to find Mother, Nooria, Maryam, and Ali.
I liked this book. It was slow moving in the beginning but once I got into it, it became a book I could not put down. I had no idea that this is how it is over in Afghanistan. I could not imagine not being able to go out whenever I wanted because I didn't have a male escort. I also couldn't believe that the Taliban did not want any Afghan girls getting an education. I really thought Ellis did a great job describing what was going on in Afghanistan. I also thought that the scene where Ellis describes the soccer game, however it is not a real soccer game but rather a place where the Taliban soldiers took prisoners to and cut off their hands.
I would use this book in my classroom one day in a multicultural unit or in an Afghanistan/ War in Iraq unit. I would have the students to read the book and keep a journal of what they read and how they feel about what they read in each chapter. We could also do a venn diagram or something to compare the way the Afghan male treatment compares to the treatment of Afghan females.
Monday, April 21, 2008
"Behold the Bold Umbrellaphant and Other Poems"
Title: "Behold the Bold Umbrellaphant and Other Poems"
Author: Jack Prelutsky
Illustrator: Carin Berger
Publisher: Greenwillow Books, 2006
Genre: Children's Poetry
Grade: 2-3
"The Trumpetoos and Tubaboons"
The TRUMPETOOS and TUBABOONS
are blaring out discordant tunes.
They play them loud, they play them long,
But most of all, they play them wrong.
They open up their brazen throats,
unleashing a barrage of notes
That would be better left unplayed....
Bt play they do as they parade.
Their sounds are jarring to the ear,
As noisily they persevere
And play in clashing beats and keys
Unmusical cacophonies.
They march about in close array.
We wish they'd simply march away.
Or stop and take a silent snooze------
Those TUBABOONS and TRUMPETOOS.
I really enjoyed this poem because it was about music. I've always loved the brass sound that tubas and trumpets make. My brother actually plays the tuba which made this poem even better. I loved the imagery that one gets from reading this poem. It's like I can actually see and hear these instruments playing these awful sounds and marching around! I also love the adjectives in this poem, such as brazen and discordant tunes. I would definitely use this book in my class. I love how it takes different animals and adds the animal to an everyday object and makes the poem based on the new object. I would use this book to read it to my students and then have them to draw a picture representing what they think these objects would look like and what actions they would be doing. The illustrations in this particular book were done by making collages on different types of paper. I loved the way the illustrations had different backgrounds.
Sound was a big part of this poem. They blare and play them loud, but play them wrong! The rhythm in this poem seems to be like that of a marching band because they march around playing the wrong notes. In the stanzas the first and second lines rhyme and then the third and fourth rhyme. So it follows an AABB pattern. There aren't really any alliteration or onomatopoeia in this poem. The images in this poem are amazing because without even looking at the pictures I can see the instruments marching around and how offbalance and off kilter they are since they play the wrong notes.
Author: Jack Prelutsky
Illustrator: Carin Berger
Publisher: Greenwillow Books, 2006
Genre: Children's Poetry
Grade: 2-3
"The Trumpetoos and Tubaboons"
The TRUMPETOOS and TUBABOONS
are blaring out discordant tunes.
They play them loud, they play them long,
But most of all, they play them wrong.
They open up their brazen throats,
unleashing a barrage of notes
That would be better left unplayed....
Bt play they do as they parade.
Their sounds are jarring to the ear,
As noisily they persevere
And play in clashing beats and keys
Unmusical cacophonies.
They march about in close array.
We wish they'd simply march away.
Or stop and take a silent snooze------
Those TUBABOONS and TRUMPETOOS.
I really enjoyed this poem because it was about music. I've always loved the brass sound that tubas and trumpets make. My brother actually plays the tuba which made this poem even better. I loved the imagery that one gets from reading this poem. It's like I can actually see and hear these instruments playing these awful sounds and marching around! I also love the adjectives in this poem, such as brazen and discordant tunes. I would definitely use this book in my class. I love how it takes different animals and adds the animal to an everyday object and makes the poem based on the new object. I would use this book to read it to my students and then have them to draw a picture representing what they think these objects would look like and what actions they would be doing. The illustrations in this particular book were done by making collages on different types of paper. I loved the way the illustrations had different backgrounds.
Sound was a big part of this poem. They blare and play them loud, but play them wrong! The rhythm in this poem seems to be like that of a marching band because they march around playing the wrong notes. In the stanzas the first and second lines rhyme and then the third and fourth rhyme. So it follows an AABB pattern. There aren't really any alliteration or onomatopoeia in this poem. The images in this poem are amazing because without even looking at the pictures I can see the instruments marching around and how offbalance and off kilter they are since they play the wrong notes.
Monday, April 14, 2008
Charlie and the Chocolate Factory
Title: "Charlie and the Chocolate Factory"
Author: Roald Dahl
Illustrator: Joseph Schindelman
Publisher: Alfred A. Knopf, Inc., 1964
Grade: 4-5 grade
Genre: fantasy, novel
Charlie lives in a small, two room house with his mother and father and each of their parents. Needless to say that this family was very poor. One day the paper announces that Willy Wonka will open his factory to five lucky people and their guest so they can see the factory and all the things that go on in there. The first two tickets were found by Augustus Gloop, an enormous, nine year old boy, and Veruca Salt, an obnoxious, rich, snobby little girl. On Charlie's birthday his family gives him a candy bar and everyone holds their breath as Charlie opens the chocolate bar, but is disappointed when there was no golden tickets. The third ticket was found by Violet Beauregarde, a gumchewer who talked very fast, and then the fourth ticket was found by Mike Teavee, a boy who constantly watched television. Grandpa Joe wanted Charlie to find that ticket so badly that he gave Charlie ten cents to go buy a candy bar. One day while Charlie is on his way home, he finds a dollar bill on the street and takes that a buys two candy bars and is going to take the remaining 80 cents back to his mother. When he opens the second candy bar, he finds the last golden ticket. Grandpa Joe was Charlie's guest that he took with him. When the ten people get into the factory they are supposed to follow all of Wonka's rules and instructions or something bad will happen. Augustus Gloop falls into the chocolate rivers and gets stuck in the pipe so now there are only four winners left. When the guests go to the invention room, Violet tries some gum that Wonka told her not to and then she starts to turn blue and get really big. She has to leave so now their are three winners left. Next they go to the Nut Room where a machine sorts out the good nuts from the bad. Veruca Salt sits on the scale and is sent down the bad nut shoot. Then there were two. They then went to the Television-Chocolate Room. In this room Mike is turned into a million little pieces. Then there was only Charlie and Grandpa Joe left. All five winners got a lifetime's supply of chocolate but Charlie won the whole thing. When Charlie is old enough to run the chocolate factory, it will become his!
I love Charlie and the Chocolate Factory. I love the old version of the movie. I love how Charlie was the poorest of them all but because he listened to Willy Wonka he ended up the richest of them all because he got the chocolate factory. I loved how all the bad things happened to the others because they didn't listen. They were actually annoying. I think Roald Dahl is an amazing author. He is so descriptive in his work and he writes to wear it feels as though the reader is right there with the characters. For instance when Augustus falls into the river, I felt like I was there worrying with the rest of them. I couldn't stand Veruca Salt because she wanted everything! She was a spoiled rotten little brat!
I would definitely use this book in my classroom. I think that it would be a great book to do character maps and journals with. I could also let my students read the book and then watch the original movie and have them to do a venn-diagram comparing the two.
Author: Roald Dahl
Illustrator: Joseph Schindelman
Publisher: Alfred A. Knopf, Inc., 1964
Grade: 4-5 grade
Genre: fantasy, novel
Charlie lives in a small, two room house with his mother and father and each of their parents. Needless to say that this family was very poor. One day the paper announces that Willy Wonka will open his factory to five lucky people and their guest so they can see the factory and all the things that go on in there. The first two tickets were found by Augustus Gloop, an enormous, nine year old boy, and Veruca Salt, an obnoxious, rich, snobby little girl. On Charlie's birthday his family gives him a candy bar and everyone holds their breath as Charlie opens the chocolate bar, but is disappointed when there was no golden tickets. The third ticket was found by Violet Beauregarde, a gumchewer who talked very fast, and then the fourth ticket was found by Mike Teavee, a boy who constantly watched television. Grandpa Joe wanted Charlie to find that ticket so badly that he gave Charlie ten cents to go buy a candy bar. One day while Charlie is on his way home, he finds a dollar bill on the street and takes that a buys two candy bars and is going to take the remaining 80 cents back to his mother. When he opens the second candy bar, he finds the last golden ticket. Grandpa Joe was Charlie's guest that he took with him. When the ten people get into the factory they are supposed to follow all of Wonka's rules and instructions or something bad will happen. Augustus Gloop falls into the chocolate rivers and gets stuck in the pipe so now there are only four winners left. When the guests go to the invention room, Violet tries some gum that Wonka told her not to and then she starts to turn blue and get really big. She has to leave so now their are three winners left. Next they go to the Nut Room where a machine sorts out the good nuts from the bad. Veruca Salt sits on the scale and is sent down the bad nut shoot. Then there were two. They then went to the Television-Chocolate Room. In this room Mike is turned into a million little pieces. Then there was only Charlie and Grandpa Joe left. All five winners got a lifetime's supply of chocolate but Charlie won the whole thing. When Charlie is old enough to run the chocolate factory, it will become his!
I love Charlie and the Chocolate Factory. I love the old version of the movie. I love how Charlie was the poorest of them all but because he listened to Willy Wonka he ended up the richest of them all because he got the chocolate factory. I loved how all the bad things happened to the others because they didn't listen. They were actually annoying. I think Roald Dahl is an amazing author. He is so descriptive in his work and he writes to wear it feels as though the reader is right there with the characters. For instance when Augustus falls into the river, I felt like I was there worrying with the rest of them. I couldn't stand Veruca Salt because she wanted everything! She was a spoiled rotten little brat!
I would definitely use this book in my classroom. I think that it would be a great book to do character maps and journals with. I could also let my students read the book and then watch the original movie and have them to do a venn-diagram comparing the two.
Number the Stars
Title: "Number the Stars"
Author: Lois Lowry
Publisher: Yearling Books. 1989
Grade: 4th-5th
Genre: historical fiction novel
The story begins with with Annemarie and her friend Ellen, who is a Jew, who are racing down the street and they are stopped by some Nazis. A little while later, Ellen is forced to come and stay with Annemarie and her family, because the Rosens had to leave with Peter to escape being sent away since they were Jewish. That same night soldiers come searching for the Rosens and when they don't find them they come to the Johansen's apartment. They search the whole apartment and eventually come into the bedroom where Ellen and Annemarie are. They play Ellen off as their third daughter and the soldiers leave. Eventually Mama takes Ellen, Annemarie, and Kirsti to her brother's Henrik's house. Here they are safe! One night a casket arrives and they pretend to be mourning for their Great Aunt Birte but there is really no one in the casket. All the guests are Jews who Peter and Mama takes to Uncle Henrik's boat. When Mama gets back, she has broken her ankle. Mama finds the package that Mr. Rosen forgot to take to Henrik, so Annemarie carries a basket with the package, bread, cheese, and an apple to Henrik. After the Jews are safe in Sweden, Henrik tells Annemarie that the package contained a hankerchief that had some medicine on it so that when the dogs smelled it, it would knock off their scent so they couldn't smell the people who were hiding. At the end of the book, the Johansens are back home and Annemarie finds Ellen's Star of David necklace and says she will wear it until Ellen comes home.
I enjoyed this book. It helped give me insight to what it would be like to be a ten year old girl who is hiding with a friend and her family while hiding from the Nazis. I loved how Annemarie and her family didn't judge the Rosens for being Jewish or turn their backs on their friends. I think this would be a great book for my students to see how people are different than them and they should never turn their backs on their friends. I also loved how Uncle Henrik and Peter and Lise would just help the Jews and be in the Resistence and them not get anything out of it.
I would definitely use this book in a Holocaust unit with my students. I would have my students to read this book chapter by chapter and then have my students to keep a journal telling about the chapter and writing a summary and then some questions that they have about what was going on and then they could ask some critical thinking questions as well. I could also have my students to form groups to where each group had a notecard with a question on it and they would have 3-5 minutes to answer it. At the end of the alotted time they would switch with the next group and continue that until each group had had all the questions. At the end of this activity I would go around and have each group to tell their answer to that particular question.
Author: Lois Lowry
Publisher: Yearling Books. 1989
Grade: 4th-5th
Genre: historical fiction novel
The story begins with with Annemarie and her friend Ellen, who is a Jew, who are racing down the street and they are stopped by some Nazis. A little while later, Ellen is forced to come and stay with Annemarie and her family, because the Rosens had to leave with Peter to escape being sent away since they were Jewish. That same night soldiers come searching for the Rosens and when they don't find them they come to the Johansen's apartment. They search the whole apartment and eventually come into the bedroom where Ellen and Annemarie are. They play Ellen off as their third daughter and the soldiers leave. Eventually Mama takes Ellen, Annemarie, and Kirsti to her brother's Henrik's house. Here they are safe! One night a casket arrives and they pretend to be mourning for their Great Aunt Birte but there is really no one in the casket. All the guests are Jews who Peter and Mama takes to Uncle Henrik's boat. When Mama gets back, she has broken her ankle. Mama finds the package that Mr. Rosen forgot to take to Henrik, so Annemarie carries a basket with the package, bread, cheese, and an apple to Henrik. After the Jews are safe in Sweden, Henrik tells Annemarie that the package contained a hankerchief that had some medicine on it so that when the dogs smelled it, it would knock off their scent so they couldn't smell the people who were hiding. At the end of the book, the Johansens are back home and Annemarie finds Ellen's Star of David necklace and says she will wear it until Ellen comes home.
I enjoyed this book. It helped give me insight to what it would be like to be a ten year old girl who is hiding with a friend and her family while hiding from the Nazis. I loved how Annemarie and her family didn't judge the Rosens for being Jewish or turn their backs on their friends. I think this would be a great book for my students to see how people are different than them and they should never turn their backs on their friends. I also loved how Uncle Henrik and Peter and Lise would just help the Jews and be in the Resistence and them not get anything out of it.
I would definitely use this book in a Holocaust unit with my students. I would have my students to read this book chapter by chapter and then have my students to keep a journal telling about the chapter and writing a summary and then some questions that they have about what was going on and then they could ask some critical thinking questions as well. I could also have my students to form groups to where each group had a notecard with a question on it and they would have 3-5 minutes to answer it. At the end of the alotted time they would switch with the next group and continue that until each group had had all the questions. At the end of this activity I would go around and have each group to tell their answer to that particular question.
Mirror of Erised
For my Mirror of Erised, I used clip-art to show you what I desire most in life. I have an A+ on there because I want to make good grades for the remainder of my time here at Appalachian, especially since all these upcoming classes have things to do with my major. The chalkboard is to show that I want to be a teacher in my own classroom one day, with a chalkboard where I can teach my students. One also sees "Master's Degree" and "National Boards" on there because these are two things that I really want to achieve during my teaching career. I definitely want to get married one day to the love of my life, whenever that may be. This is why there is a picture of a couple getting married on my mirror. The storyteller is to represent the fact that I want kids of my own one day. I want to be able to sit down with them and tell them stories, just like the lady is doing in this picture. Through this mirror one can see all the desires of my heart and what I want to happen for me one day.
Sunday, April 13, 2008
Harry Potter Censorship Issues
I agree that there are many thematic issues present in Harry Potter. The one that touched me the most is the power of love. I loved how the reason that Quirrell/Voldemort could not touch Harry was because his mother's love is what protected him in the first place. Voldemort tells Harry that the only reason his mother died was because she tried to protect her son. I think Neville Longbottom showed loyalty and courage whenever he tried to go find Harry to tell him that Malfoy knew about the dragon and was going to tell the professors. He could have gotten in lots of trouble but he decided he needed to help his friends. Harry's desire was to get that stone before the stone was taken by the "evil" power. When he looked in the Mirror of Erised, he desired this stone so the stone magically appeared in his pocket. Harry's determination also was displayed whenever Harry, Ron, and Hermione went through the trapdoor to find the stone. Harry was going to do whatever it took to get that stone. He went through fire and drank the potion and made sure his friends were safe. He also was determined that Voldemort was not going to hurt him or his friends. Harry was always forced to break the rules and rebel so he could keep up with Malfoy just because he despised him so much. For example, the incident when the students were not supposed to fly while the teacher wasn't there, but Malfoy tempted Harry and off they went! He also snooped around a lot whenever he felt that Snape was up to something and was trying to steal the stone.
"Harry Potter and the Sorcerer's Stone"
Title: "Harry Potter and the Sorcerer's Stone"
Author: J.K. Rowling
Illustrator: Mary Grandpre
Publisher: Arthur A. Levine Books, 1997
Grade: 5th grade
Genre: fantasy
When the book begins, the Dursleys are proceeding with their everyday life. That night, Hagrid brings Harry Potter, the survivor of Voldemort's vicious attack, to Dumbledoor so he could leave Harry on his aunt and uncle's door step. For the next eleven years Harry is forced to live with them and has no idea he is a wizard until his eleventh birthday. Hagrid comes and gets Harry and takes him shopping for all of his school supplies. Harry then gets on the train at platform number nine and three-quarters to go to Hogwarts. It is there on the train that Harry meets Ron Weasley and Hermione Granger. When Harry gets to Hogwarts, everyone knows he is Harry Potter by the scar on his forehead. While at Hogwarts, Harry meets Draco Malfoy, whom Harry strongly despises. Harry is extremely curious at Hogwarts and often wonders around so he can "snoop." While he is snooping he stumbles upon the Mirror of Erised, which is a mirror that when one looks into it they see their greatest desires. As the story progresses, Harry, Ron, and Hermione want to protect the sorcerer's stone so they go through the trapdoor to find the stone before Snape does. Through this journey the three are required to perform different tasks, but at the end Harry is forced to face Professor Quirrell/Voldemort. Dumbledore comes to the rescue and saves Harry. In the end, Gryffindor wins the Quidditch Cup and the students are dismissed for summer vacation. Uncle Vernon picks Harry up from the train platform.
I had actually read this book once before, but that was when it first came out in 1997. So needless to see I had no recollection of what happens in the book and when it happens. I enjoyed it though, and I'm not big on the fantasy genre. When I was little I use to watch "Sabrina the Teenage Witch" and then go pretend I was a witch, so I liked reading about this magical world of Hogwarts. I also love the characters in this book, especially Hermione. Hermione reminds me a lot of what I use to be like. I was always the girl who did her research and was always the one who said "Don't do that because it's against the rules!" I really enjoyed the book.
I'm not sure if I would use this book in my classroom or not. I understand where people come from with these censorship issues. I know that some students have a very strong imagination and some students may actually go wild and practice these spells and such. Then again, I also think it is a good book to read just because of the adventure. I personally don't see anything wrong with reading Harry Potter as long as you know that there is no such thing as magic and witches and wizards. If I did use this in my classroom, I would incorporate the Mirror of Erised like we are doing. My students could design their own mirror putting their own desires in the mirror. I would also do character maps or character journals where the students could keep all the characters straight. It would also be neat for the students to have a notebook where they wrote a summary on each chapter that they read, that way they would not forget anything big that happened in the chapter.
Author: J.K. Rowling
Illustrator: Mary Grandpre
Publisher: Arthur A. Levine Books, 1997
Grade: 5th grade
Genre: fantasy
When the book begins, the Dursleys are proceeding with their everyday life. That night, Hagrid brings Harry Potter, the survivor of Voldemort's vicious attack, to Dumbledoor so he could leave Harry on his aunt and uncle's door step. For the next eleven years Harry is forced to live with them and has no idea he is a wizard until his eleventh birthday. Hagrid comes and gets Harry and takes him shopping for all of his school supplies. Harry then gets on the train at platform number nine and three-quarters to go to Hogwarts. It is there on the train that Harry meets Ron Weasley and Hermione Granger. When Harry gets to Hogwarts, everyone knows he is Harry Potter by the scar on his forehead. While at Hogwarts, Harry meets Draco Malfoy, whom Harry strongly despises. Harry is extremely curious at Hogwarts and often wonders around so he can "snoop." While he is snooping he stumbles upon the Mirror of Erised, which is a mirror that when one looks into it they see their greatest desires. As the story progresses, Harry, Ron, and Hermione want to protect the sorcerer's stone so they go through the trapdoor to find the stone before Snape does. Through this journey the three are required to perform different tasks, but at the end Harry is forced to face Professor Quirrell/Voldemort. Dumbledore comes to the rescue and saves Harry. In the end, Gryffindor wins the Quidditch Cup and the students are dismissed for summer vacation. Uncle Vernon picks Harry up from the train platform.
I had actually read this book once before, but that was when it first came out in 1997. So needless to see I had no recollection of what happens in the book and when it happens. I enjoyed it though, and I'm not big on the fantasy genre. When I was little I use to watch "Sabrina the Teenage Witch" and then go pretend I was a witch, so I liked reading about this magical world of Hogwarts. I also love the characters in this book, especially Hermione. Hermione reminds me a lot of what I use to be like. I was always the girl who did her research and was always the one who said "Don't do that because it's against the rules!" I really enjoyed the book.
I'm not sure if I would use this book in my classroom or not. I understand where people come from with these censorship issues. I know that some students have a very strong imagination and some students may actually go wild and practice these spells and such. Then again, I also think it is a good book to read just because of the adventure. I personally don't see anything wrong with reading Harry Potter as long as you know that there is no such thing as magic and witches and wizards. If I did use this in my classroom, I would incorporate the Mirror of Erised like we are doing. My students could design their own mirror putting their own desires in the mirror. I would also do character maps or character journals where the students could keep all the characters straight. It would also be neat for the students to have a notebook where they wrote a summary on each chapter that they read, that way they would not forget anything big that happened in the chapter.
Monday, April 7, 2008
Bio Poem
KATHERINE
Sometimes went unnoticed, younger, supportive, and a hard-worker
Sister to Orville and Wilbur
Lover of my family, teaching, and flying
Who feels curious, discouraged, and accomplished
Who finds happiness in taking care of her father and brothers
Who needs to feel wanted when younger
Who gives up her time to take over her mother's duty when she dies
Who fears Orville and Wilbur not being successful, the plane crashing, and her brothers being gone to Kitty Hawk without her
Who would like to see her brothers, Orville and Wilbur, fly
Who enjoys her job as a teacher
Who likes to wear glasses and proper teaching attire
Resident of Dayton, Ohio, United States of America
WRIGHT
Sometimes went unnoticed, younger, supportive, and a hard-worker
Sister to Orville and Wilbur
Lover of my family, teaching, and flying
Who feels curious, discouraged, and accomplished
Who finds happiness in taking care of her father and brothers
Who needs to feel wanted when younger
Who gives up her time to take over her mother's duty when she dies
Who fears Orville and Wilbur not being successful, the plane crashing, and her brothers being gone to Kitty Hawk without her
Who would like to see her brothers, Orville and Wilbur, fly
Who enjoys her job as a teacher
Who likes to wear glasses and proper teaching attire
Resident of Dayton, Ohio, United States of America
WRIGHT
Sunday, April 6, 2008
"My Brothers' Flying Machine: Wilbur, Orville, and Me"
Title: "My Brothers' Flying Machine: Wilbur, Orville, and Me"
Author: Jane Yolen
Illustrator: Jim Burke
Publisher: Little, Brown and Company, 2003
Genre: Biographical
Grade: 3-5
The story begins with Orville and Wilbur's sister, Katherine, telling about how when she was four, Papa brought home a little flying machine. The boys wouldn't let her play with it because she was much too small. From that moment on the boys became obsessed with flying machines. They also owned a bicycle shop and used the fact that bicycles are controlled by humans to help them establish how a plane could fly. Their first airplane was a big kite, so Wilbur and Orville had to increase the wingspan each time. They finally thought they had a plane that would work, so they left Dayton, Ohio and went to Kitty Hawk, North Carolina where they would have a bigger runway. After the flight at Kitty Hawk, the world was never the same.
I liked this book because I feel that often times the people who inspired and supported the famous people are overlooked. In this case, Katherine was overlooked. Katherine took care of all the cleaning and such after their mother died. I think this book does a great job showing the process that Wilbur and Orville took when designing the first airplane for that first flight. I feel like there is a lot of information in this book that students could use to know what really happened. I loved the paintings in this book. It feels like Jim Burke was there and knew exactly what the boys looked like. THe pictures of the sky look so real as well. The airplane in this book is exactly how I have always pictured it in my mind. The paintings were done in oil with some colored pencils. I also liked the Author's Note in the back of the book. It gave more information on the Wright family, especially about Katherine.
I would use this book in my classroom to teach my students about the invention of the airplane. I also could do this book as a sequence of events where my students could put the process of Orville and Wilbur's first flight in order. I could also use this in a study of people who are often overlooked since this book is more from Katherine's perspective rather than Orville or Wilbur's.
Author: Jane Yolen
Illustrator: Jim Burke
Publisher: Little, Brown and Company, 2003
Genre: Biographical
Grade: 3-5
The story begins with Orville and Wilbur's sister, Katherine, telling about how when she was four, Papa brought home a little flying machine. The boys wouldn't let her play with it because she was much too small. From that moment on the boys became obsessed with flying machines. They also owned a bicycle shop and used the fact that bicycles are controlled by humans to help them establish how a plane could fly. Their first airplane was a big kite, so Wilbur and Orville had to increase the wingspan each time. They finally thought they had a plane that would work, so they left Dayton, Ohio and went to Kitty Hawk, North Carolina where they would have a bigger runway. After the flight at Kitty Hawk, the world was never the same.
I liked this book because I feel that often times the people who inspired and supported the famous people are overlooked. In this case, Katherine was overlooked. Katherine took care of all the cleaning and such after their mother died. I think this book does a great job showing the process that Wilbur and Orville took when designing the first airplane for that first flight. I feel like there is a lot of information in this book that students could use to know what really happened. I loved the paintings in this book. It feels like Jim Burke was there and knew exactly what the boys looked like. THe pictures of the sky look so real as well. The airplane in this book is exactly how I have always pictured it in my mind. The paintings were done in oil with some colored pencils. I also liked the Author's Note in the back of the book. It gave more information on the Wright family, especially about Katherine.
I would use this book in my classroom to teach my students about the invention of the airplane. I also could do this book as a sequence of events where my students could put the process of Orville and Wilbur's first flight in order. I could also use this in a study of people who are often overlooked since this book is more from Katherine's perspective rather than Orville or Wilbur's.
"Roanoke The Lost Colony"
Title: "ROANOKE The Lost Colony: An Unsolved Mystery From History"
Authors: Jane Yolen and Heidi Elisabet Yolen Stemple
Illustrator: Roger Roth
Publisher: Scholastic Inc, 2003
Grade: 3-5
Genre: Informational
"Roanoke" begins with a little girl who says that when she grows up she wants to be a detective just like her dad. She calls these open cases "unsolved mysteries from history." For each mystery, she collects as much information about the case as she can. She keeps a notebook which acts as her timeline. She then begins the story about Roanoke. She begins with the first people who came to the colony and then goes through the time period of the Roanoke Colony. It talks about the Indians and then eventually gets to the birth of Virginia Dare. The story ends with a picture of her notebook and what she thinks really happened.
I enjoyed this book. I think it was better for me because there was a little girl telling the story and there were even pictures of the notebook pages on the pages of the book. I loved how at the end, Yolen had two pages that were devoted to summing up what students learned through the book. It also gives the different theories that people have come up with over the years. I liked the copyright page because it gave a Bibliography and Web Sites that students could use to find out more information about the Roanoke Colony. The illustrations throughout this book are really good. It looks as though the people are really there. Their facial expressions look real. Roger Roth says that the illustrations were done in several stages. First, he did tiny "thumbnail" sketches. Then he expanded on these sketches and made the prints larger. He made pencil drawings and then traced them onto watercolor paper. Then he went back and painted the pictures using transparent watercolors, adding pencil for detail and texture.
I would definitely use this book in my classroom. It would be a great study for American history because it talks of Roanoke (the lost colony) and Virginia Dare, the first child born in America to English parents. I also like this book because it would allow my students to tell me which theory they think is right. I could have my students to look on the web sites that the book gives for references and have younger grades to fill out a worksheet to tell me what they found or with older students I could have them to present their information.
Authors: Jane Yolen and Heidi Elisabet Yolen Stemple
Illustrator: Roger Roth
Publisher: Scholastic Inc, 2003
Grade: 3-5
Genre: Informational
"Roanoke" begins with a little girl who says that when she grows up she wants to be a detective just like her dad. She calls these open cases "unsolved mysteries from history." For each mystery, she collects as much information about the case as she can. She keeps a notebook which acts as her timeline. She then begins the story about Roanoke. She begins with the first people who came to the colony and then goes through the time period of the Roanoke Colony. It talks about the Indians and then eventually gets to the birth of Virginia Dare. The story ends with a picture of her notebook and what she thinks really happened.
I enjoyed this book. I think it was better for me because there was a little girl telling the story and there were even pictures of the notebook pages on the pages of the book. I loved how at the end, Yolen had two pages that were devoted to summing up what students learned through the book. It also gives the different theories that people have come up with over the years. I liked the copyright page because it gave a Bibliography and Web Sites that students could use to find out more information about the Roanoke Colony. The illustrations throughout this book are really good. It looks as though the people are really there. Their facial expressions look real. Roger Roth says that the illustrations were done in several stages. First, he did tiny "thumbnail" sketches. Then he expanded on these sketches and made the prints larger. He made pencil drawings and then traced them onto watercolor paper. Then he went back and painted the pictures using transparent watercolors, adding pencil for detail and texture.
I would definitely use this book in my classroom. It would be a great study for American history because it talks of Roanoke (the lost colony) and Virginia Dare, the first child born in America to English parents. I also like this book because it would allow my students to tell me which theory they think is right. I could have my students to look on the web sites that the book gives for references and have younger grades to fill out a worksheet to tell me what they found or with older students I could have them to present their information.
Bio Poem
ROSA
Brave, Courageous, African-American, Woman
She was the wife of Raymond Parks and the daughter of Mother.
Lover of sewing, Montgomery, and standing up for what she believed in.
Who feels proud to be an African-American, passionate about what she believes in, and feels love toward her husband.
Who finds happiness in standing up for what she believes in so future generations can have a better tomorrow!
Who needs her seamtress job to help support her family.
Who gives her all in all that she goes to accomplish.
Who fears Mother being ill, African-Americans always being unequal compared to whites, and NOTHING when it comes to standing up for what she believes.
Who would like to see all the "Colored" signs gone.
Who enjoys sewing and working.
Who likes to wear clothes she has sewn when she goes anywhere.
Resident of Montgomery, Alabama, United States of America
PARKS
Brave, Courageous, African-American, Woman
She was the wife of Raymond Parks and the daughter of Mother.
Lover of sewing, Montgomery, and standing up for what she believed in.
Who feels proud to be an African-American, passionate about what she believes in, and feels love toward her husband.
Who finds happiness in standing up for what she believes in so future generations can have a better tomorrow!
Who needs her seamtress job to help support her family.
Who gives her all in all that she goes to accomplish.
Who fears Mother being ill, African-Americans always being unequal compared to whites, and NOTHING when it comes to standing up for what she believes.
Who would like to see all the "Colored" signs gone.
Who enjoys sewing and working.
Who likes to wear clothes she has sewn when she goes anywhere.
Resident of Montgomery, Alabama, United States of America
PARKS
"Rosa"
Title: "Rosa"
Author: Nikki Giovanni
Illustrator: Bryan Collier
Publisher: Scholastic Inc, 2005
Grade: 3-5
Genre: Biographical Non-Fiction, Caldecott Honor Book and Coretta Scott King Award Winner
In "Rosa", Rosa Parks is an African-American woman who is a seamstress. Rosa's boss lets her off early one day from work. Rosa is prepared to go home and make her husband his favorite dish, meatloaf. When Rosa gets on the bus she has to pay at the front and then walk off the bus and enter back onto the bus through the back door. She then goes and takes a seat in the Neutral Section. After a couple stops, the bus is beginning to fill up so the bus driver comes back and tells the black people to move! Rosa says no and is arrested. Dr Martin Luther King, Jr. then encourages everyone to walk for their civil rights. Eventually black people were given the same rights as whites.
I enjoyed this book. I had always thought that Rosa Parks sat in the front of the bus but now from reading this book, I see she sat in the neutral section- or the middle. I also liked how Nikki Giovanni gave the background information about Rosa and what she did for a living. I also liked that Giovanni used the word "Colored." This makes African-Americans out as if they are weird becuase they are actually a color like blue, purple, etc. and not just black. I view "Colored" as a degrating word. I also enjoyed the illustrations. I liked how the Illustrator gave an illustrator's note and told how he visited Montgomery and Selma and found that it was hot. He also goes on to explain that this heat is why he used yellow, sometimes a dark hue. He also explains how in his pictures, it looks as if Rosa is being illuminated by the light. He explains that this is because to him, she is like a chandelier, illuminating everyones pathway.
I would use this book to teach my students about Civil Rights. I would probably incorporate this during February which is Black History Month. I could also have my students to look up more information about Rosa Parks. For older grades, I would even give them different topics, such as background on Rosa Parks, the bus incident, etc., and then have them to present this information to their classmates.
Author: Nikki Giovanni
Illustrator: Bryan Collier
Publisher: Scholastic Inc, 2005
Grade: 3-5
Genre: Biographical Non-Fiction, Caldecott Honor Book and Coretta Scott King Award Winner
In "Rosa", Rosa Parks is an African-American woman who is a seamstress. Rosa's boss lets her off early one day from work. Rosa is prepared to go home and make her husband his favorite dish, meatloaf. When Rosa gets on the bus she has to pay at the front and then walk off the bus and enter back onto the bus through the back door. She then goes and takes a seat in the Neutral Section. After a couple stops, the bus is beginning to fill up so the bus driver comes back and tells the black people to move! Rosa says no and is arrested. Dr Martin Luther King, Jr. then encourages everyone to walk for their civil rights. Eventually black people were given the same rights as whites.
I enjoyed this book. I had always thought that Rosa Parks sat in the front of the bus but now from reading this book, I see she sat in the neutral section- or the middle. I also liked how Nikki Giovanni gave the background information about Rosa and what she did for a living. I also liked that Giovanni used the word "Colored." This makes African-Americans out as if they are weird becuase they are actually a color like blue, purple, etc. and not just black. I view "Colored" as a degrating word. I also enjoyed the illustrations. I liked how the Illustrator gave an illustrator's note and told how he visited Montgomery and Selma and found that it was hot. He also goes on to explain that this heat is why he used yellow, sometimes a dark hue. He also explains how in his pictures, it looks as if Rosa is being illuminated by the light. He explains that this is because to him, she is like a chandelier, illuminating everyones pathway.
I would use this book to teach my students about Civil Rights. I would probably incorporate this during February which is Black History Month. I could also have my students to look up more information about Rosa Parks. For older grades, I would even give them different topics, such as background on Rosa Parks, the bus incident, etc., and then have them to present this information to their classmates.
Impression of Non-Fiction Texts
When people say non-fiction around me, my first thought is generally, "Oh boy! This will be a great read!" And I do mean this sarcastically! Non-Fiction has never been one of my favorite things to read. I think it is because I normally associate this genre of literature with being boring! I think in order for me to like a Non-Fiction book, the subject area has to be something that I really enjoy and am actually interested in learning more about. I think this is how a lot of children think today about the non-fiction genre. I think it is important as teachers, for us to make sure that we make the subject interesting for our students. If we get interested in the subject and show our enthusiasm for the subject, then I feel that our students will follow our examples.
Subscribe to:
Posts (Atom)
