Showing posts with label 1000L. Show all posts
Showing posts with label 1000L. Show all posts

Monday, December 18, 2017

Gregor the Overlander written by Suzanne Collins & The Hobbit written by J.R.R. Tolkien





Gregor the Overlander & The Hobbit
Suzanne Collins & J.R.R. Tolkien
690L &  1000L

            Gregor and his baby sister Boots stumble into a portal from their home in New York into another world. He is greeted by talking insects, rats, and spiders. The humans that live in this world who come from above tend to not live that long. A prophecy about an Overlander ropes Gregor into an adventure he would rather not take part in, he just wants to go home with his sister.
            Bilbo Baggins is a solitary little hobbit in the shire, living his life quietly until Gandalf the wizard and a mess of dwarves come to visit unannounced. The quest the band of rowdy visitors is on becomes something Bilbo himself must join in. Dragons, orcs, and spiders await them on their journey and the little country hobbit just wants to go home.

Learning Activity:
Comparing the hierarchy structure in Gregor the Overlander with the that of The Hobbit, along with the depictions of their reluctant main characters, have the student outline a list of similarities and differences between the two works.

Standard:
CCSS.ELA-L.RL.5.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-L.RL.5.6 - Describe how a narrator's or speaker's point of view influences how events are described.
 CCSS.ELA-L.RL.5.9 - Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.


Goal:
The student will be able to identify character motivations and story structure elements between two works of the same genre.

Objective:
Cognitive -
            The student can identify motivations of main characters between two different works of the same genre and understand how the government/societies within those works function.

Outcome:
The student will write a list of similarities and differences of key details between Gregor the Overlander and The Hobbit.

Sunday, December 17, 2017

Cinderella or, The little glass slipper: a free translation from the French of Charles Perrault translated and illustrated by: Marcia Brown



Would you like your students to explore an alternate version of the classic tale of Cinderella? Try this book…

Are you interested in your students reading the classic tale of Cinderella?

Try this Caldecott Award Winning Book in 1955.This text is written and illustrated by Marcia Brown. The text possesses colorful illustrations.

This text is a translation of Charles Perrault’s French version of this tale, which is geared towards elementary school students.

Title: Cinderella

Author & Illustrator: Marcia Brown

Publisher & Date of Publication: 
New York: Scribner, 1954 

Lexile Level: 1000L

Recommended for:
·      
     Ages: 5-8
 Grades: Kindergarten to 3rd Grade

Award: Caldecott Medal Award, 1955



Learning Activity:

A brief introduction will occur to explain the structure of the classes within society and the influence of royalty. This brief lesson before reading the text will allow understanding the context of the tale.
                       
Students read the book and explain their observations on the differences between this tale and the text title Cinderella by Charles Perrault, translated & illustrated by Diane Goode, in order to understand the different interpretations of tales/folktales.
           
Students will work in groups to discuss and identify the basic story elements of this text and compare their thoughts on how the take is portrayed. Then, students write a their own story about Cinderella and will add elements to the story that they think will enhance the moral of the story or focus on scenes they believe are important. Students will share their stories through class story read aloud.  Students will be assessed through a rubric.

Learning Standard

“2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.” (New York State P-12 CCLS-ELA; Reading Standards for Literature; Grade 3).

Learning Goal
         
Students will identify the moral within the tale of Cinderella and identify similarities and compare two interpretations of the tale from the texts titled Cinderella written and illustrated by Marcia Brown and Cinderella by Charles Perrault, translated & illustrated by Diane Goode.

Learning Objectives

Students write a their own story to demonstrate their portrayal of the tale of Cinderella. (Cognitive)

Students will add elements that they believe is important to the story and will enhance the moral of the story or provide emphasis on scenes they believe are important. (Affective)

Learning Domain: Cognitive and Affective

Learning Outcome

Students will retell a tale through the identification of understanding the different interpretations of tales/folktales, in order to identify the moral and key elements of the tale of Cinderella.

References

Cinderella, or, The little glass slipper: a free translation from the French of Charles Perrault. (2017, October 23). Retrieved November 14, 2017, from http://www.worldcat.org/title/cinderella-or-the-little-glass-slipper-a-free-translation-from-the-french-of-charles-perrault/oclc/47734942

Mid-Hudson Library System -- Cinderella ; or, The little glass slipper / a free translation from the French of Charles Perrault, with pictures by Marcia Brown

   Mid-Hudson Library System -- Cinderella / by Charles Perrault ; translated & illustrated by Diane Goode. (2017). Search.midhudsonlibraries.org. Retrieved 13 November 2017, from http://search.midhudsonlibraries.org/iii/encore/record/C__Rb1627115__SCinderella%20by%20Charles%20Perrault%2C%20translated%20%26%20illustrated%20by%20Diane%20Goode__Orightresult__U__X4?lang=eng&suite=cobalt

New York State P-12 Common Core Learning Standards for English Language Arts and Literacy. (n.d.). Retrieved November 13, 2017, from https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy

     Perrault, C., & Goode, D. (1988). Cinderella (p. 40). Knopf.

Balloons over Broadway - Melissa Sweet

Balloons Over Broadway - Melissa Sweet

Informational book - Sibert Award Winner 2012

Selling tool -


Activity - Students will learn about the Macy’s Day Parade and the man behind the floats Tony Starg, students will then learn how to plan and build their own model balloons as a team to hang around the library in time for Thanksgiving.

Standard - CCSS.ELA-LITERACY.RL.5.2 -
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Goal - To be able to use the details from the text to understand the life of the main character, but also to understand the creativity behind the floats created.

Objective - Students will demonstrate a complete understanding of the text by working with their peers to create their own floats.

Outcome - Students will present their floats to each other and be able to explain why they chose what they did.

References -


https://www.teachingbooks.net/media/pdf/YHBA/BalloonsOverBroadway.pdf

Saturday, December 16, 2017

The Hobbit by J.R.R. Tolkien

(Courtesy of amazon.com)
Title: The Hobbit
Author: J.R.R. Tolkien
Lexile: 1000L
Genre: Fantasy, reading above level
Summary:
Bilbo Baggins may have been happy to eat, smoke, and relax his days away in hobbiton, but the wizard Gandalf had different plans. When Bilbo is besieged by dwarves eager to steal the treasure away from a dragon, the hobbit Bilbo is swept into the most famous fantasy adventure ever told!

Selling Tool:
Booktalk, https://youtu.be/pbWpgukywW8

Activity:
As a linguist, J.R.R. Tolkien was fascinated by language, so much so he invented one for this book, elvish. Students will create an alphabet and a brief informative passage about how to use the language correctly.

Learning Standard:
CCLS.W.G5.2:Write informative/explanatory texts to examine atopic and convey ideas and information clearly.

Learning Goal:
Students will use explanatory writing to clearly convey an idea.

Learning Objective:
Students will write an informative passage that describes an imaginary language.

Learning Outcome:
Students will understand how informative language is used to convey information.


Sunday, December 10, 2017

Self-Discovery Book Talk

Self-Discovery Book Talk  
Rationale:
Children of any age often struggle to find themselves in the world. There is so much they have to deal with on a daily basis, from family to friends to school. The books I am sharing are from different areas of literature, one fiction, one fantasy, one mixed genre, and one science fiction. In each, the main character finds themselves through the course of the book, with help from friends or family. In each text this process takes time, which shows the realistic nature of figuring out who you are; it doesn’t happen in a day. Each also utilize resources to help them, Greg in Diary of a Wimpy Kid writes in a journal, Sal tells a story to her grandparents during their journey in Walk Two Moons, Milo travels to another land in The Phantom Tollbooth, and Eryn and Nick talk to each other in Under Their Skin. It is important for children to see examples of this in all types of literature. Each story takes the reader through a long period, sometimes a whole school year, for the main character(s) to make their own personal discoveries.

Critically Annotated Bibliography (Evaluative):

Creech, Sharon. Walk Two Moons. Harper Collins Publishing, 1994.
Walk Two Moons has been one of my all time favorite novels since I first read it. Sal is a strong main character, who is analytic and determined. Through her we see what it’s like to live through an unbelievably challenging experience, her mother leaving her, and how she deals with moving to a new town and making new friends. She is supported by friends, her dad, her grandparents, and meets some unusual characters along the way. This book was chosen because of how much respect you gain for Sal, she really does want to know who she is, and by the end has a pretty good idea. This book can be used in guided reading groups, whole class, or as a read-aloud with a parent. Each character brings their own unique traits and perspective that can be addressed. The author uses foreshadowing, humor, flashback, amazing descriptions, and visualization to move you through the story. This story could be for any child grades 4-8, with a lexile of 770. In the classroom the author’s craft could be analyzed, as well as character change.

Juster, Norton. The Phantom Tollbooth. Bullseye Books, 1961.
The Phantom Tollbooth is a very unusual novel, and much older than the other selections. However there is so much value in this story. It is written exquisitely, with a lexile level of 1000. It again can be used for grades 3-8 because the idea is simple, a boy is so tired and bored with his own life. He is done caring and trying. In this fantasy novel he ends up in a completely different world, meeting characters like the “Doctor of Dissonance” and the “Senses Taker” and traveling to lands like “Sea of Knowledge”, “Digitopoils” and the “Island of Conclusions” (that you obviously jump to). With this level of language multiple meaning words are an obvious teaching point, as well as analyzing each character, their purpose in the book (what they teach Milo), and how Milo changes during the novel.

Kinney, Jeff. Diary of a Wimpy Kid. Amulet Books, 2007.
Diary of a Wimpy Kid has become a phenomenon. Greg is hysterical, clever, and sometimes wimpy. This book has a lexile level of 950, and is recommended for grades 3-8. This book was chosen because children need someone like him, someone who doesn’t always get it right or learn from his mistakes the first time. I understand the adult concern for a child wanting to act like Greg when he is at his most silly and immature. But there is so much they can learn from him. Kids recognize when characters don’t do the right thing, and also when they do. We only have Greg’s perspective to go on, but children can analyze what he writes, his word choice, and the drawings he uses to elaborate on his point. In this book we get to see Greg as he goes through each year, figuring out more and more what kind of person he is, as well as the people around him. Not only does this teach the various types of writing, but it shows kids that it’s okay not to talk about everything that’s troubling them, that they have the power to learn from their experiences while writing about them.
Haddix, Margaret Peterson. Under Their Skin. Simon & Schuster, 2016.
Under Their Skin is a different novel than the other three. This novel is also for grades 3-8, with a lexile of 760. This book is told by twins, Eryn and Nick, who are average kids, get along well, and are happy with their life.  In this story, unlike the others, the problems in their life start after they find out news, their mom is getting remarried, and they learn they have step-siblings, but for some strange reason they will never meet them. In this science fiction text the children search for the truth and secrets revolving their step-siblings, while using each other as a safety net, the only one they can trust. This can be used in a classroom to study foreshadowing, prediction, and character change as well. Students can study how the new information the children learn changes how they feel and act. In addition, students can compare how the events affect each of the two children, and why.

Intended Audience: This book talk is intended for upper elementary children and their parents.
Approach: Theme and Plot Based, Variety of Genre to choose from.
  
The talk:

Have you ever felt lost or confused or just don’t care? Does the world just seem like it’s too much sometimes, juggling friends, family, and school? It’s a lot! But books can help. Today I’m going to tell you about a few books who have main characters that feel the same as you do. These books include all different genre, for whatever mood you’re in.
And if you’re a parent, these books are here as a resource to help you reach your child, especially if they seem distant or unsure of themself. Read it with them and talk about it together!

The first book is a very funny, mixed genre chapter book. Diary of a Wimpy Kid by Jeff Kinney. I know what you’re thinking- really? He’s just goofing off and writing cartoons. True, but there’s more. Greg writes down his feelings, emotions, and reflects on everyday events in this diary. He talks about his friends, family, and what he does and doesn’t like about school. Greg even reevaluates his choices, which means he thinks about whether he made the right one or the wrong on. It’s mixed genre, so he includes cartoons, ads, and even letter writing along with his diary. Throughout the year Greg learns more about the people in his life and more importantly, who he is.

Let’s say you’re more into fantasy, books that take place in other worlds, then for you I have The Phantom Tollbooth where the main character, Milo, is completely done with his everyday life. He is totally bored and has given up caring about school or the people in his life. Through an unexpected package Milo gets the opportunity to travel to a land and make new and very unusual friends. Through this he figures out a lot of things about himself, who he is and who he definitely is not. It is funny and witty and uses a ton of play on words that parents, you especially, will love.
One example of this is “Whether or not you find your own way, you're bound to find some way. If you happen to find my way, please return it, as it was lost years ago. I imagine by now it's quite rusty.” You get the point. Milo is so relatable because he doubts the people around him, just like we do. He doesn’t think they are any good to him, but in the end, learns that he does care about what happens to him and that there are people he can trust. His friends don’t change who he is, but they do help him remember who he used to be and who he wants to be now.

Not all of us like fantasy, so I also have for you a fiction novel called Walk Two Moons, and no she is not a space traveler. Sal, short for Salamanca, is a young girl feeling lost who is on a journey to figure out family secrets, which hopefully will tell her more about who she really is. It will also explain the way her father has been acting all this time, something she thinks is her fault. This story is great on many levels, because it doesn’t just tell Sal’s story of discovery.
It begins with her grandfather asking her, “How about a story? Spin us a yarn” when they start that journey. Sal thinks to herself, “I certainly do know heaps of stories, but I learned most of them from Gramps. Gram suggested I tell one about my mother. That I could not do. I had just reached the point where I could stop thinking about her every minute of every day”. So instead Sal tells the  tells the “extensively strange story” about her friend Phoebe and the lunatic. Sal doesn’t figure it all out right away, but what she learns during this book changes her life in so many ways.  

Did you pick a story yet? Maybe those weren’t the genre for you. How about science fiction? In that case I have Under Their Skin, which is a bit different from the other three. In this story we have twins, Eryn and Nick, who take turns telling their story of discovery. But here they actually start out as very normal preteens, going about their lives, until they find out their mom is getting remarried. That would have been enough, but there is a much bigger, deeper secret that even I didn’t see coming. It starts when mom says, “Michael does have kids. But don’t worry, I promise, you’ll never have to meet them”.  This will test everything they thought about who they were, and force them to decide, at twelve years old, what kind of people they want to be.

So now you’ve heard my suggestions, but why bother? Why not just write a journal like Greg or go on a journey like Milo and Sal, or work it out with someone close like twins Eryn and Nick? Because a book can take you away from your own problems, and yeah, you have to go back to them eventually. But by reading how someone else deals with feeling lost or confused or unsure, you can decide what YOU want to do. How did the character in the book do it? Did they make any good points or look at life differently than you had? It’s your story, but other characters can help you determine how to write yours!

The Phantom Tollbooth by Norton Juster

Juster, Norton. The Phantom Tollbooth. Bullseye Books, 1961.

Lexile Level: 1,000

Book Selling Tool: Infographic and Book Review




Learning Activity: While reading, the class will focus on learning different types of figurative language that are found in the text, and discussing the difference between literal and figurative meanings. After reading, each student will select one land that Milo, Tock, and Humbug visit and create a pamphlet that illustrates examples of figurative language found in that place as well as their literal meaning


Standards
New York State Common Core Learning 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
Empire State Information Fluency Continuum:
Standard 1: Investigate:  Indicator: Uses reading, thinking, and visual literacy strategies to derive meaning from information and monitor own understanding. [Grade 6-8: Identifies multiple levels of meaning]
American Association of School Librarians: 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
Goal
Students will create a pamphlet that illustrates one land visited by the characters in the text and give specific examples of figurative language, including their literal meaning, used in that chapter.  


Objectives
Students will be able to recognize figurative language within a new text and by sharing at least one example in classroom discussion.
Students will be able to create a pamphlet illustrating one land from The Phantom Tollbooth.
Students will be able to provide at least 3 types of figurative language and give specific examples of each, with the literal and figurative meaning of each example.  
Outcome
Students will recognize that words have multiple meanings and that understand why figurative language is used in a text.