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

 

 

 



Goodnight Moon- by Margaret Wise Brown

Part One

Brown, M. W. (1947). Goodnight Moon. New York: Harper and Row, Publishers, Inc.

Genre: Classics, Rhyming Stories, Bedtime Stories
Age/grade level: 5-7 kindergarten and first grade


Part Two

For my first touchstone book, I wanted to take it easy. I thought Goodnight Moon would be a sweet and simple picture book. As I opened the book, the first page was yellow. This to me signifies happiness. The first page is the bedroom and it is full of colors, very strong colors, but then I turn the page and it is black and white. The story then points out things in the room, says goodnight and when I turn the page those items are black and white. This through me for a loop because it started colorful and happy, but then I felt sadness when I saw the black and white pages. As I finished the story, I concluded the black and white signified darkness. I'm not taking the darkness to any emotional level, but just the signification of night time and the yellow pages signify the sun. I think this would be a great tool for kindergarteners and visual aid. As the story says, "In the great green room- There was a telephone- And a red balloon- and a picture of- ..." before I turn the page, I would have my kindergarteners look for a picture of something in the classroom or point out red or green things.

Part Three

This story would be very useful in the class room. The colors and the "things" that fill the room are very recognizable and familiar. I think it is very important to be observant and this book covers that. The entire story is emphasizing on the day ending and the bunny in bed saying goodnight to the things in the bedroom. Although this book is a sweet bedtime story, I think it would be a great story for the end of the day during school time. It would be a nice way to end the day and say good-bye/goodnight to the classroom.

 

 



Part Four

Objective:
Each student will find items in the classroom that are the same items in the story. After the story, the students will then draw their favorite thing they like to wish goodnight or sleep with (stuff animal, mom, dad, siblings, ball, doll, etc.) Then, they will color that item and write "Goodnight _____"

Standards:
http://www.corestandards.org/ELA-Literacy/RI/K/1/ - With prompting and support, ask and answer questions about key details in a text.
http://www.corestandards.org/ELA-Literacy/RI/K/2/ - With prompting and support, identify the main topic and retell with key details of a text.
http://www.corestandards.org/ELA-Literacy/RI/K/4/ - With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Outside resources:
http://www.hubbardscupboard.org/goodnight_moon.html
http://homeschoolcreations.com/GoodnightMoonPrintables.html
http://lessonplanspage.com/lawordidpatternsgoodnightmoonk1-htm/