To Kill a Mocking Bird

 

 

Part I

Lee, Harper. To kill a mockingbird. Philadelphia: Lippincott, 1960.

Genre: Challenged/Banned Books

 

Age: 6-8

 

Part II

 

To Kill a Mockingbird is on the challenged/banned list. Like every novel on the list, there is something that parents want to protect their child from. The issues raised in banning this book are legit. But, I feel that parents are worrying their child can't handle something that they will face in person. In my strong opinion, I think it would be better for a child to read and understand the real life issues through text then in real life. First, it is an ice breaker. Parents wont have to explain these things from the start, but instead parents can answer questions that children have. Second, students/children will face these issues, but wont be blindsided. They will know what is to come and will have the previous knowledge to deal with it. Racial slurs, profanity, and blunt dialogue about rape led to this book being banned, but these issues will come to everyone's life at some point or another. I read many banned books growing up, but my mom thought because I was reading she didn't want to take them away. What I learned opened me up as a person. I wasn't scared, insecure, or naïve. I was smart, outgoing, and brave. I want this for my future students and children. If I can, I will. Books shouldn't be banned.

 

Part III

 

To Kill a Mockingbird is very well-written. The novel won the Pulitzer Prize and is known as an American Classic. To Kill a Mockingbird deals with so many issues of real life in the thirties. It is admired by so many because of the truth behind the novel. This novel breaks down the characters and their life in a small town, the issues that were popular during the thirties, and the laws that are different from ours now. This novel tackles history is so many different ways that movies, textbooks and lectures can't. In today's world, I'm surprised people still want it out of schools.

 

Part IV

 

Grade: 6

 

Objective:

• To bring to life history through To Kill a Mockingbird.
• Identify the differences in todays world and the world during the 30's.
• Reflect on the most personal events through writing.

Lesson Sketch:

1. Students will start To Kill a Mockingbird privately in class.
2. Daily, students and teacher will fill in a venn diagram discussing the similarities in life today and life in the 30s.
3. Teacher and student will discuss things that are confusing, upsetting or fun and interesting.
4. Students will reflect their opinions of the book by targeting one major issue that stuck to them the most in an essay.

CA Standards:

CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

CCSS.ELA-Literacy.RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

 

Outside Sources:

 

http://www.neabigread.org/books/mockingbird/ -Insight for the teacher and reader.

http://www.loc.gov/teachers/classroommaterials/lessons/mockingbird/ -Historical perspective from Library of Congress

http://www.nytimes.com/learning/issues_in_depth/Mockingbird.html -New York Times learning network, lesson ideas.

 

 

 

 

: 

                                                  Lincoln: A Photobiography

 

 

 

 

Part I

 

Book Information: Freedman, R., & Alfred Whital Stern Collection of Lincolniana (1987). Lincoln: A photobiography. New York, N.Y: Clarion Books.

 

Genre: Biography, Informational Text - Common Core Exemplars

Grade Level: Grades 3-6

 

 

Part II

 

My predictions were correct; this was a spectacular book. My uncle lives in Illinois and he took me to the Abraham Lincoln museum in Springfield. It was amazing. It took me through Abraham Lincoln's life just like this book did. That was exactly what I was hoping. I knew what to look for when I read this. Although, I'll never be able to take my students to the same museum, I'll be able to bring this book alive.

 

When a great hero comes into the curriculum as something to cover I want to make sure that it is remembered. The actions of one person make a huge different in our lives, especially if we know and understand exactly what he did. Abraham Lincoln is one of those people. In my future teaching I want to bring this book alive. I would love to do a stage production for the school. I think it would be a fun activity to do during a part of the school year. It will be a huge learning experience, a break from book and desk work, and fun!

 

Part III

 

Lincoln: A Photobiography is one of my favorite books for many reasons. First, it is a photobiography. I love pictures. Children also love pictures. Pictures tell a story just like words. Being able to learn about Abraham Lincoln through pictures will help children more than most think. Those pictures will be remembered because they are interesting. It was also nice to see Lincoln as a boy and then a president. Sometimes we forget that people are just like us. We remember them by how we see them on TV or in pictures, but in reality, they have lived a life very similar to ours. This information text gives us that information of Lincoln's life.

 

 

 

Part IV

 

Grade Level: 5

 

Objective: To teach, learn, and experience Lincoln's life through drama.

 

Discussion Questions:

1. Who was Abraham Lincoln?
2. What do you know about him?
3. After reading Lincoln: A Photobiography, what have you learned?
4. What events in Lincoln's life are most important to you?
5. What events in Lincoln's life are most important to our country?

Lesson Sketch:

1. Teacher and students will review Lincoln: A Photobiography.
2. As a class, teacher and student will break down the story in flow chart and classifying map of Lincoln's life in years and events.
3. Students will start researching Lincoln online to find more information using the primary source Lincoln: A Photobiography.
4. Students will gather their information, work in groups and then as a class to fit his life and events on a timeline.
5. Students will start the theatrical process of breaking down the timeline and acting Lincoln's life.

 CA Standards:

 

CCSS 5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

 

CCSS 5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

 

Development of Theatrical Skills

2.1Participate in improvisational activities to explore complex ideas and universal themes in

literature and life.

2.2

Demonstrate the use of blocking (stage areas, levels, and actor’s position, such as full

front, quarter, profile, and full back) in dramatizations.

 

Outside Sources:

http://www.alincoln-library.com/facts-about-abraham-lincoln.shtml -Facts about Lincoln.

http://www.screenwriting.info/ -How to write a script.

http://www.abrahamlincolnonline.org/lincoln/speeches/quotes.htm -Quotes by Abraham Lincoln

 

 

 

 

 

 

 

 

 

The Arrival

by Shaun Tan

 

Part I

 

Tan, S. (2007) The arrival. South Melbourne: Lothian Books.

 

Genre: Graphic Novel, Multicultural

 

Grade Level: 4th-8th

 

Part II

 

This is my first graphic novel and I was very pleased to have picked it. Looking through the novel I could tell the man was leaving his family, looking for a better life to provide for his family, and entering a new world that was so different than what he was used to. The food, people, weird animals/creatures, customs, and basically, all the surroundings. I was clear that this novel portrayed the life of an immigrant and the differences from home to a new territory. I personally loved the attention he gave his family portrait. It was a great way to recap the acts as a symbol of why he was doing what he was doing. Many families have had to separate for financial reasons because they need to find a better life and I was happy to see that the story made it clear he was doing it for his family.

 

 

 

Part III

 

I could not have chosen a better graphic novel. I was very interested in this blog because it was very new to me. I feel the novel tells the same story to every reader, but it is interpreted differently because there are no words. This book could be viewed at any age, but the full understanding of it wouldn't be until forth grade and up, in my opinion. The book is broken down into to six acts, the pictures are sketched and sepia color, and each picture vividly explains what is going on. This is obviously a fiction graphic novel, but it historically portrays the life of an immigrant and the search for a new country for himself and family.

 

Part IV

 

Grade: 4th

 

Objective:

• Introduce students to the idea and act of immigration through the graphic novel, The Arrival.
• In journals, have students personally identify with The Arrival discussing their opinions of immigration and then collaborate ideas.
• Reflect their findings, opinions, and facts of The Arrival in a short skit.

Discussion Questions:

1. How did The Arrival show the act of immigration through the pictures?
2. Did you know that the theme was based on the new life through immigration?
3. How did the pictures give it away?
4. What obstacles did the character face in the new land?

Lesson Sketch:

1. Teacher will define immigration; Students will read The Arrival
2. Students will write their ideas, opinions, and facts from The Arrival in their journal.
3. Students will collaborate as a class with the teacher about their journal entries.
4. Students will be separated into six groups (one group per act) and will create a skit that reflects The Arrival.

 

CA State Standards:

 

Lesson based on introduction to:

 

4.4.3 Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
4.4.3 Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).

Outside Sources:
https://www.educationworld.com/a_sites/sites053.shtml- List of websites for teaching immigration
http://www.shauntan.net/books/the-arrival.html- Shaun Tan himself.
http://www.pbs.org/independentlens/newamericans/newamericans.html - Stories of American Immigration
      

 



 

A Summer to Die

by Lois Lowry

Part I

Lowry, L. (2012). A summer to die. Boston, MA: Houghton Mifflin.

 

Genre: Young Adult

Grade Level: 6-8

 

 

Part II

 

The title, A Summer to Die, alone sounds sad. Summer is happy and fun, death is the complete opposite. When I read the title I instantly thought, this is going   to be a sad book, and that makes perfect sense to me as to why it is a young adult novel. As I finished the book, I was pleased to find a happy ending. I wasn't sure because the young adult novels tend to end with questions and tears. I was really fascinated to find this novel having a circle of life theme and it will go my bookshelf in the future.

 

 Part III

This novel was a first person point of view, which personally is one of my favorites. For a young adult novel, I feel it is important to grab the reader because at the young adult age it is hard. The novel also discusses death, circle of life, personal growth, and many more issues that young adults faces more tragically then children and adults.



Part IV

Grade 8
Objective:

• Students will identify with the characters, theme, and point of view
• Students will respond to 2 of 3 essay questions
• Students will reflect their personal response to novel

 Discussion questions/Essay questions:

1. Personal identity was a main theme in this book. Where does this theme appear and how does its inclusion in the novel shape the course of the plot? Provide examples from the book.

2. Meg and Molly are two very similar people, yet they have some very notable and important differences. Write a compare/contrast essay about these two characters and use the text to cite examples to support your argument.

3. Why does the family move to the country and what changes occur in their lives because of this move? Provide specific examples from the book to support your essay.

Lesson Sketch:

1. Students will individually read A Summer to Die
2. Students will select 2 of 3 essay questions and respond to each
3. Students will personally respond to novel as a whole

Common Core Standards:

CCSS.ELA-Literacy.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Outside Sources:
http://writingcenter.unc.edu/handouts/comparing-and-contrasting/ -How to write a compare/contrast essay
http://www.loislowry.com/index.php?option=com_content&view=article&id=67&Itemid=196 -Lois Lowry's personal website for learning more about the author
http://www.teacherspayteachers.com/Product/A-Summer-to-Die-Lesson-Plans-850157 -Teachers helping teachers create lesson plans- sign up is free

A Game for Swallows: To Die, To Leave, To Return

A Game for Swallows- To Die, To Leave, To Return

 

by Zeina Abirached

 

Part I

 

Abirached, Z. (2012). A game for swallows: To die, to leave, to return. New York: Graphic Universe.

 

Genre- Batchelder Award, Graphic Novel 

 

Grade Level- 6-8

 

Part II

 

This book really hit home for me. As I read through it I was amazed to hear such a vivid story in so few words. I absolutely loved this and I can't wait to use it in a lesson. I don't wish a tragedy like this on anyone, but if I were a teacher and something happened in a another area, this would be the text I would use to express the things going on to my students, so they could feel what others are feeling. This hit home to me because I thought of 911 when I was reading it. I remembered the hurt my family and friends were going through. My generation hasn't been through nearly as much as generations before me. This could be argued, but to stay on topic, 911 is one of the most tragic things in my generation and this novel really does a great job portraying the authors tragedy.

I really want to use this novel for a lesson that has students look into other stories that are informational and personal and make a video that shows the story. Their interpretation of the story could be through music that helps tell the story. Below I have the lesson sketched out.

 

Part III

 

The story is very powerful. I feel It would have a very strong effect on students because of the way the story is presented. Telling this story in a graphic novel was brilliant. I love the use of black and white because it emphasizes on the theme which brings out the style. The illustrations are done by the author and this brings more to the table in the way the novel is presented. I feel the drawing lighten the mood, and I feel it makes the tragedy lighter for the readers. The drawings done by the author make me, personally feel more in sync with the author. I feel she gave me a piece of herself.

 

Part IV

 

Grade 7

Objective:

• Students will identify the information the text is portraying
• Students will compare another informational text to the text
• Students will reflect their opinions in a video

Discussion Questions:

1. Where does this story take place?
2. What is going on in the story?
3. What makes this story different from others?
4. How did this story effect you emotionally?

 

Lesson Sketch:

1. Students will read A Game for Swallows in groups.
2. Each group will collaborate and chart the standards below that analyze the text.
3. Students will then, find another text to compare for better understanding of the informational text.
4. Students will choose A Game for Swallows or the text they used to compare and make a video like the one below.
1. The video must tell the story and use music to interpret what the group feels from the story.



 

 

Standards:

CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

CCSS.ELA-Literacy.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

CCSS.ELA-Literacy.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Outside Sources:

• https://www.youtube.com/watch?v=Hsuy4cUJe9o - How to Make a YouTube Video
• http://www.goodreads.com/search?utf8=%E2%9C%93&q=informational+graphic+novels&search_type=books- A list of other Information Graphic Novels
• http://www.scholastic.com/teachers/book/game-swallows#cart/cleanup- Information about the author and other lesson plan ideas.



Elephants Never Forget!

 

Elephants Never Forget!

by Anushka Ravishankar

 

Part I

Ravishankar, A. (2007). Elephants never forget. India: Tara Publishing.

Genre: Children's picture book, Multicultural

Grade Level/Age: K-8/5-13

Part II

So far, this is my favorite book that I have read because of this class. I've read it twice and I've completely fallen in love with it. I almost chose a different book because I knew someone else was going to blog it, but I couldn't help myself. It is the sweetest book I've ever read that really warmed my heart. My thoughts behind the craft of Elephants Never Forget! are extremely positive. First, I loved the simplicity of colors. As you can see on the picture above (cover of book), the color is narrowed down to only a few. Through the story you read about an elephant who is lost and looking for home. The elephant comes across monkeys who aren't any help or very welcoming. Then, the elephant comes across buffalos who he has fun with, but isn't sure if they enjoy his company. At the end of the story, the elephant realizes that the buffalos do enjoy his company and he fits right in with them even though he is different. The reason I believe this book is for all grade levels is because not only does it cover multicultural differences in a positive way, it also covers bullying. I might be stretching it a little, but when I read this story I felt as though I was the elephant at one point in my life and I went through a lot of monkeys to find my way, but I fit in with the buffalos and I'm happy.

Part III

This story in considered a multicultural story. I feel it is one big metaphor. You can't pinpoint a culture or a country, but you can analyze the similarities the story has with other multicultural themes. It would be like any person going somewhere that is unfamiliar to them and trying to see where they fit it. The plot of this story is a lonely elephant trying to fit in and goes through a journey to do so. It takes place in a jungle theme and has a Dr. Seuss style. There are fun words that describe sounds of the storm and sounds of the animals. The author is the Dr. Seuss of India.

Part IV

Grade: 5
Objective:

• Students will identify the metaphor of the story
• Students will reflect their interpretation of the story
• Students will share their own story of being the elephant at one time in their life in their class journal

Lesson Sketch:

1. Resurface metaphors with students.
2. Students silently reads story to themselves.
3. Teacher reads story aloud.
4. Discuss the metaphor of the story.
5. Write personal reflection of story in journal.

Discussion Questions:

• What is a metaphor?
• How is Elephants Never Forget! a metaphor to life?
• What personal experience have you had as a metaphoric elephant?

CCSS- Reading Literature and Writing

http://www.corestandards.org/ELA-Literacy/RL/5/4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
http://www.corestandards.org/ELA-Literacy/W/5/1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.   

Outside Sources:

It was really hard to find outside sources for this book that could give a different take on a lesson plan. So, I decided to look on Pinterest for some creative things that involve metaphors and journaling. I also posted a link to a website that has an app for finding books. It helped me a lot at the library when I needed to find books for the reading log.

http://www.pinterest.com/hewittl/similes-and-metaphors/ -- Fun things to do with students at school or at home to teach metaphors.  
http://www.pinterest.com/search/pins/?q=journaling -- If students are going to write personal and reflective pieces, adding it to a journal can keep creativity in the class room.
https://www.goodreads.com/ -- Here is a website that also has an app to help find books you are looking for in this class.

Elphants

Lon Po Po: A Red Riding Hood Story

 



 

Lon Po Po: A Red-Riding Hood Story From China

 

by: Ed Young

 

 

 

 

 

 

 

 

 

Part I

 

Young, E. (1989). Lon po po: A red-riding hood story from China. New York: Philomel Books.

 

Genre: Folk Tales, Fables, & Myths

 

Grade level/Age: K-3/5-8

 

Part II

 

Lon Po Po: A Red-Riding Hood Story From China is absolutely beautiful. I chose this story because it won the Caldecott award the year I was born in 1990. The thoughts I have on the craft are optimistic and full of amazement. This story was translated into three little girls instead of one, and the wolf pretended to be their grandma aka. "Po Po". The girls are Chinese and have Chinese names. The imagery of the story is beautiful. The pages are in panels and the art is done in water color. I also loved the survival of three little girls portrayed by the author. Once the girls figured out that their "Po Po" was not their grandma, but actually a wolf, they figured out how to defeat the wolf to save their lives. The girls worked together and trusted their older sister. I think the Chinese culture is beautiful because of their strong faith in family.

 

Part III

 

First, I like the dedication page. Ed Young dedicates his story, "to all the wolves of the world for lending their good name as a tangible symbol for our darkness," and I think it is important to explain to students that this is a story to express creativity and fun for our entertainment. I would also make it known that wolves aren't bad, they are wild, free, and beautiful. The story is beautiful because it is a different version of Red Riding Hood. I think it's really important to emphasize on the other versions. I would like to compare this story done with the Chinese culture with other cultures. The pictures alone are different because of the water color and the panels, but it would be a great teaching tool for teaching students how to compare and contrast.

 

 

 



Part IV

 

Grade: 3

Objective:

• Students will Identify the similarities and differences between the Chinese and American version of Red Riding Hood.
• Students will reflect in a Venn diagram of similarities and differences.
• Students will create their own water color picture of the story.

Lesson Sketch:

1. I will start a discussion with my students about the story of little red-riding hood introducing the topic (making sure they know wolves don't really dress up as old ladies) and discussing the genre: What is a fable or myth?
2. I will read the story. Without interrupting, I will make sure we get through the entire story before we discuss the uniqueness.
3. I will ask the students what they noticed in the story (whether they compare, or contrast I want to hear their opinions) and go through the story again for reference.
4. I will ask them what was the same, and what was different between the red riding hood story they know and this one.
5. Students will each do a Venn diagram to show the similarities and differences of the stories.
6. Discuss with class.
7. Finish with a creative water color picture that relates to the story.

Discussion Questions:

• What is the most obvious difference between the stories?
• What is the most obvious similarity between the stories?

 

Common Core State Standard- Integration of Knowledge and Ideas- Grade 3 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).  http://www.corestandards.org/ELA-Literacy/RL/3/9

Links to outside sources:

1. Compare and Contrast/other diagrams for free download- http://www.enchantedlearning.com/graphicorganizers/venn/
2. Social Studies twist on Lon Po Po- https://www.teachervision.com/folk-tales/resource/7940.html?detoured=1
3. Common Core aligned worksheets for Lon Po Po- http://www.teacherspayteachers.com/Product/Lon-Po-Po-Worksheets-Common-Core-Aligned-972955