And Tango Makes Three written by Justin Richardson and Peter Parnell

And Tango Makes Three
Justin Richardson and Peter Parnell
AD720L

            This is a story about the real-life penguins Roy and Silo and how they adopt an abandoned egg. The two penguins are both males but show affection to one another as mates and raise the egg until it hatches into a baby penguin, named Tango. The fact this was an actual story that happened between two male penguins raising a child together made this book banned due to homosexual content.

American Library Association Notable Children's Book - 2006
ASPCA's Henry Berg Award - 2005
Cooperative Children's Book Council choice - 2006

Learning Activity -
Using the information from the real life penguins from the zoo and in And Tango Makes Three, have the student compare these animal parents to other ones they've seen in their personal life, in stories, or how they can see parents they know (their own or friends') that are similar to Roy and Silo.

Standards:
CCSS.ELA-L.RL.K.1 With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-L.RL.K.2 With prompting and support, retell familiar stories, including key details.
CCSS.ELA-L.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Goal:
After listening to the text, the student can think about their own experiences with animal parents and human parents. Then they can talk about how the roles of each parent are similar to the two male parents in the story with one another.

Objective:
Cognitive -
            The student will compare the story's parents with sets of parents they know in other fiction or in real life.
            The student will provide at least 2 examples of other parents and compare those examples to Tango’s parents.
            The student will discuss their examples in small groups of 3 or 4.

Outcome:
The student will discuss how each parent functions within the family and how animals and humans are similar in how they feel for their families.

Are you there god? It's me, Margaret, by Judy Blume

Blume, Judy. Are you there God? It's me, Margaret. New York; Atheneum Books, 2014.
Lexile Level: 570L

Target Age: Grades 5-7
Alignment:

Learning Standards	CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Learning Goals	Students will answer questions philosophical questions from different religious perspectives.
Learning Objectives	(Cognitive) Students will complete a Basic Beliefs Sheet  for their assigned religion. (Affective) Students will participate in roundtable discussion in which they will answer questions from the perspective of different religions and philosophies. (Psychomotor) Students will create an artifact that exemplifies their understanding of the concept of ritual.
Learning Outcomes	Students will engage in research and discussion about religious beliefs free from personal opinions and judgments.

Learning Activity:

Students will conduct research into Catholicism and Judaism, the two religions that are discussed in the book, as well as other philosophies and religions. When the students have explored all of the aligned texts, they will work in groups to come up with a Basic Beliefs Sheet for the religion/philosophy they are assigned. To synthesize what they have learned, we will hold a roundtable discussion where students will answer questions posed to the class from their basis of understanding of the religion/philosophy they are researching.
Possible questions:

·         What is your holiest day?

·         Tell us about a ritual you have.

·         What do you believe happens when we die?

·         What is the most important thing about your religion/philosophy that you think others should know?

Students will create an artifact with the theme of ritual. It does not have to be from any religion, but should show their understanding of what a ritual is. For example, a students might sew a pillow that they use to sit on and read in the morning before school.

Non-fiction Alignment 1

Charing, Douglas. Eyewitness Judaism. New York: DK Publishing, 2016.

Lexile Level: 600L

Students will read this text to get a better idea of what Judaism is all about. In the fiction book, Are you there god, it’s me, Margaret, the main character tries to decide if she might be Jewish. She looks up to her Grandmother, who is Jewish, and even tries to go to the temple with her. Students will look for key facts about Judaism to add to their Basic Beliefs Sheet.

Non-fiction Alignment 2

DK Publishing. What do you believe (Big Questions)?  New York: DK Publishing, 2011.

Lexile Level: 700L

This text will prepare students for the roundtable discussion at the conclusion of the unit. As they learn about the different religions in the texts, they can start to practice answering the big questions in this book from different religious perspectives.

Non-fiction Alignment 3

Baylor, Bird. Illus. Peter Parnall. The Way to Start a Day.  New York: Scribner, 1978.

Lexile: 690L

Awards: ALA Mildred L. Batchelder Award

 ALA Notable Children's Books

 Aesop Award

 Agatha Award Finalist

 Caldecott Honor Book

 Horn Book Fanfare

This book was chosen for this activity because it is more about rituals of how people all around the world welcome the new day. It will help students to see that rituals are a part of people’s spirituality, and that not every ritual is defined by a religion.

Non-fiction Alignment 4

Lynne, Courtney. I’m an atheist and that’s ok. Create Space Independent Publishing Platform, 2016.

Lexile Level: 720L

Margaret, our protagonist from the fiction book, sees religion as a one or the other situation. She wants to know if she can join the YMCA or the Jewish Community Center. She does not seem to be aware of atheism. This non-fiction text explains what atheism is and answers questions about atheist’s beliefs. This will be a perspective that will be represented in the roundtable discussion at the conclusion of the unit.

Non-fiction Alignment 5

Education World. Lesson Planning Ideas: The World’s Religions. Retrieved from http://www.educationworld.com/a_lesson/world-religions-multicultural-diversity.shtml

To stop our research at Judaism, Christianity, and Atheism would give students the impression that those are the only choices of religion. This website features many different religions and some of their holidays. Students can research one holiday of their choice, preferably from a religion that they know little about. What they learn will be recorded in the Basic Beliefs Sheet and will be represented in the roundtable discussion.

I am Jazz!

By Jessica Herthel and Jazz Jennings

Illustrated by Shelagh McNicholas

Herthel, Jessica, et al. I am Jazz! Dial Books for Young Readers, 2014.

Lexile Level: AD300L

Grades: 1st-5th

Domain: Affective

Summary:

This book was written by a young girl named Jazz along with co-author, Jessica Herthel. Jazz was born a boy but ever since she could remember, she has always felt like a girl. Jazz explains what transgender means as well as her experience being a transgender teen. Jazz is one of the first teens to speak out about being transgender.

Standards:

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

CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 (grades 3 and 4) topics and texts, building on others’ ideas and expressing their own clearly.


Goal:

Students will understand what transgender means.

Students understand, appreciation and respect every person regardless of their differences.


Objective:

Students will know the definition of gender, and gender identity.

Students will understand what it means to be transgender.


Outcome:

Students will recognize what parts of them make them you they are.

Students will create a poem identifying who they are.


Procedure:

After reading I am Jazz!, explain the definition of gender and gender identity. Then ask the students the following questions:


Jazz is transgender. What does it mean to be transgender?


What are some of the ways that Jazz sees herself?


What are some of the ways that others see Jazz?


How’s Jazz feeling when people give make fun of her?


Engage the students in a whole class discussion as they think of answers to the questions. Ask the students to think about what parts of them make them who they are. The students will then create a poem identifying the parts of themselves that make them who they are.



Additional Resource:


Video of Jazz Jennings reading her book.

https://youtu.be/h1pw77FyTvQ


There is also a tv series on TLC about Jazz and her experiences.

Selling tool:




What does it mean to be transgender?



This is an autobiographical story is about a transgender youth, Jazz. Jazz explains what it means to be transgender and what her experiences have been trying to get the world to understand who she is. Perfect way to start conversations about gender and gender identity with young children.


A 2015 Rainbow List Selection


"All young people—regardless of difference—deserve the things Jazz shares in her lovely book: a loving family, supportive friends, and the freedom to be their true selves. A beautifully illustrated and accessible primer on one trans girl's journey of living her truth."—Janet Mock, New York Times bestselling author of Redefining Realness


"I wish I had had a book like this when I was a kid struggling with gender identity questions. I found it deeply moving in its simplicity and honesty."—Laverne Cox, acclaimed actress and transgender advocate


"Jazz is a sensitive and courageous young woman. Her story is inspiring and important to read. By sharing her experiences and view she has added to our understanding and compassion for the transgender experience."—Barbara Walters


"A terrific and timely book that explains to kids what it means to be transgender and—more importantly—that reminds kids our similarities are much more important than our differences."—Jodi Picoult, New York Times bestselling author of The Storyteller and Between the Lines

And Tango Makes Three by Justin Richardson and Peter Pernell

Richardson, Justin & Pernell, Peter. And Tango Makes Three. Simon and Schuster, 2005.

Lexile Level: 720

Book Selling Tool: Infographic

SUMMARY: And Tango Makes Three is a heartwarming true story of penguins living in the Central Park Zoo in New York City in 1998. Every year the penguins find each other and become couples. This story tells about one special couple, of two mail penguins named Roy and Silo and how were able to have their own family with the help of a special zoo worker.

LEARNING ACTIVITY:

The teacher will begin by asking the class (first graders) what they think a family is, and what makes a family special. What do they all have in common? The teacher will make a web on the board of the ideas the students have shared. Students will share by taking their turns and raising their hands.

The teacher will then read And Tango Makes Three aloud to students and ask them some discussion questions; How were Roy and Silo the same and different from the other penguin parents? Were they good parents? Why? The teacher will refer to the initial web as students give answers, asking if these are similar to what they previously said was special about families.

Students will then go back to their seats and be asked to fold their paper in half, and draw their family on one side and the family in the story on the other side. Then students will be asked to write one way that both families are the same and start their sentence with, “I learned that…”  

The class will come back together and share their pictures and read their sentences together. Children will be asked to use special signals (sign language for “yes”, “no” and “connection”) to show that they agree with each other’s statements without interrupting.

The teacher will keep track of responses on a clipboard using a rubric, and will check that written work shows an appropriate connection.

GOAL: Students will recognize that there are many different kinds of families, but that all what is important is how they love and care for each other.

OUTCOMES: Students will participate in discussions about what is special about families they know and in the story. They will create a picture showing their family and the penguin family, and write a statement about the message shared between both.

OBJECTIVES:

Students will be able to participate in class discussions by raising their hand at least one time, and showing respect to their classmates by waiting their turn. (Psychomotor)

Students will illustrate their family and use details from the text to illustrate the penguin family, including Roy, Silo, and Tango.  (Cognitive)

Students will write a sentence summarizing one way their family is similar to the family in the story. (Cognitive)

Students will be able to recognize the different families in their classroom, and ways that all families are similar by hearing the story and talking and listening to their classmates. (Affective)

STANDARDS:

CCSS.ELA-LITERACY.RL.1.1

Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.1.2

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-LITERACY.SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

New York State Social Studies Standards: Individual Development and Cultural Identity

1.1 Language, beliefs, customs, and traditions help shape the identity and culture of a family and a community. 1.1a Families are a basic unit of all societies, and different people define family differently.

This One Summer

“This One Summer”by Mariko Tamaki

Tamaki, Mariko. This One Summer. New York: First Second, 2014.

Lexile: 300

Fountas and Pinnell: Level Z

Recommended for: Grades 5-7

Selling Tool: Book Review

Summary: This is a graphic novel about  a girl named Rose goes with her parents to their lakehouse in Awago Beach. She has a friend named Windy who is like a little sister to her.  This is a different summer though. Rose's mom and dad won't stop fighting, and when Rose and Windy try to escape the drama they come into a whole new set of problems they have to deal with. This book can be considered controversial because it deals with some hot topics like: teen pregnancy, peer pressure, and depression among other things.

Activity: This book would be great to use in the classroom for an ELA lesson on teaching Persuasive Writing and “Controversy in Literature”. Students will be able to read this book (among others) and apply examples from the book that could be considered controversial or too sensitive. They will chose a side either FOR or AGAINST having this book in our school library. They will then find instances in the book that pertain to topics of concern, and support their reasons with evidence. Students will then be able to debate their claims and evidence with the rest of the class as part of a Mock Trial Debate on identifying quality literature for students. I would use this book as a teachable moment to have m students decide as a class if this book should or shouldn't be allowed in schools and the support to backup their claims.  Students will fill out their graphic organizers and then write a persuasive essay in which will be presented during the debate portion of the activity. We will vote as a class on if this book should stay on the shelves or be put to the side because it is “too controversial”.

Students will be able to respond to their peers through questioning and comments. The teacher will be assessing this through the use of a checklist for each student presentation and comments that are made on their overall understanding.

Learning Outcome: Students will read This One Summer and identify controversial issues throughout. They will then choose a side and state a claim whether they think this literature should stay in the school library or be banned, with three reasons and examples to support their claims.

Learning Objectives:

• Students will state a claim, identify and explain three reasons of controversial topics discussed in “This One Summer”. (Cognitive) Here is the graphic organizer they will be using.
• Students will debate their findings with other peers to determine if this literature should be kept on school library shelves (Psychomotor, Affective) Students will be assessed through a teacher checklist of observation.

Standards:

NYS Common Core:

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.5.1

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

AASL:

2.3.1 Connect understanding to the real world.

4.3.1 Participate in the social exchange of ideas, both electronically and in person.

Information Literacy Continuum:

5.7 Forms opinion and uses evidence from text to back it up.

Work Cited: 

Comic Book Legal Defense Fund. Using Graphic Novels in Education: The One Summer. 2007, Retrieved on October 5th, from http://cbldf.org/2015/02/using-graphic-novels-in-education-this-one-summer/