Sahara Special - Esme Raji Codell

Lexile - 660L

Summary - Sahara is a special girl, but not because her file at school tells you she is, or because you see her outside with the special needs teacher, but because she is unique, and understanding and caring. In fact Sahara has a file of her own and this one is only the good stuff. Sahara is a 5th grader, determined to show the world how smart she is and she does. By making new friends and challenging her parents to think differently about her, she creates an image of herself that she sees and makes other people see it too.

Review - This book is more than just a story of a triumphant and edgy 5th grader, but one about overcoming labels and stigmas, and embracing yourself to make you a better person. Esme Raji Codell is a brilliant educator and author, who shares many of her personal experiences with the world to show that no one is alone. This book, like many others she has written over the years, has been made specifically to fill gaps that she has seen in children's literature. She takes these themes and makes them accessible to kids, and also understandable to adults, and her mixture of empathy and awareness makes this book really stand out.

Activity - In the book Cordelia, a freind of Sahara’s has a freind called Beezus who is actually a character in a book, who is your favorite fictional character? Why? What do they do?

Standard -

CCSS.ELA-LITERACY.RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Goal - Students will be able to understand  the task from the book Sahara Special, but they will use other books to understand and then write about their favorite characters.

Objective -
Students will comprehend and be able to speak about characters in a text other than that being read in the classroom
Students will create and present their findings on different characters to the class as a way of connecting the text to real life

Outcome - Students will be exposed to other characters that they may not have been aware of, and may find new books to read based on their peers presentations.

References -
http://www.corestandards.org/ELA-Literacy/W/4/
http://www.planetesme.com/saharadiscussion.html

Wonder written by R.J. Palacio

Wonder
R.J. Palacio
790L

            This book is about the life of August Pullman, a little boy who was born with severe physical deformities. The story describes his experiences in living daily life with a disability, how people react to how he looks, and how his family and friends cope with his ailments.

ALA Notable Children’s Book
Amazon Best of the Year 2012
Barnes & Noble Best Book of the Year 2012
California Young Reader Medal 2015
Children’s Book Award 2014
Christopher Award
Colorado Children’s Book Award 2014
Dorothy Canfield Fisher Children’s Book Award 2014
Hawaii Nene Award 2015
IRA Teachers’ Choices
Illinois Rebecca Caudill Young Readers Award 2014
Indiana Young Hoosier Book Award 2015
Kentucky Bluegrass Award 2014
Kid’s Indie Next List “Inspired Recommendations for Kids from Indie Booksellers” 2012
Louisiana Young Reader’s Choice Award 2015
Maine Student Book Award 2014
Mark Twain Award 2014
Maryland Black-Eyed Susan Award 2013
National Parenting Publications Award (NAPPA) 2012
National Parenting Publications Awards (NAPPA) Gold Award
New Atlantic Independent Booksellers Association (NAIBA) Book of the Year Award 2012
New Hampshire Great Stone Face Award 2012
New Mexico Land of Enchantment Book Award 2014
New York Times Bestseller 2012
Ohio Buckeye Children’s Book Award 2013
Rhode Island Children’s Book Award 2014
Tennessee Volunteer State Book Award 2014
Texas Bluebonnet Award 2014
Vermont Dorothy Canfield Fischer Book Award 2015

Learning Activity:
After reading Wonder, the student look at how August’s friends and enemies interacted with them throughout the story. The student will write about how they feel about how Jack, Julian, or Via reacts to August. How would they feel during scenes where one of those characters said or acted hurtful to August?

Standards:
CCSS.ELA-L.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-L.RL.6.3 - Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Goal:
The student will go through the text and select 1 of 3 characters and describe what that character did during the story in relation to August. The student will write about the story and how they would feel if it happened to them.

Objective:
Cognitive -
            The student will write 2 paragraphs on one of three characters and describe how that character acted to the main character.
Affective -
            The student will write a paragraph following up on how they would feel if they were in the main character’s position when the selected character was cruel to them.

Outcome:
The student will write 3 paragraphs describing events a selected character did in the story and how the student would feel if they were in August’s place interacting with the selected character.

Return to Sender by: Julia Alvarez

Title:  Return to Sender

Author:  Julia Alvarez

Award:  Pura Belpre Award (2010)

Lexile Level: 890L

Recommended for

Ages 8 - 12 Years

Third - Seventh Grade

Summary

In 2009, this novel was published. In 2010, this book was awarded the Pura Belpré Award. The American Library Association (ALA) states, “The Pura Belpré Award, established in 1996, is presented to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth." (About the Pura Belpré Award)

This novel is about a family that hires migrant Mexican workers to help save their Vermont farm from foreclosure. An eleven-year-old Tyler becomes friends with the oldest daughter. However, their friendship becomes challenging when Tyler discovers the migrant family may not be in the country legally. This book shows the meaning of friendship and the current issues that effect individuals, in relation to immigration.

Learning Standards

"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."(English Language Arts- Literacy Standards

(Grade 5).

"2.3.1  Connect understanding to the real world.

2.3.2   Consider diverse and global perspectives in drawing conclusions." (AASL).

Learning Goal

Students will identify the story elements of the novel (e.g. setting, plot, characters, conflict and theme) in detail and discuss the importance of the sequence of events that leads to the discovery of the possibility that the migrant family may not be in the country legally.

Learning Objectives

Students will identify story elements (e.g. setting, characters, etc.) and describe characters from the novel titled Return to Sender by Julia Alvarez. (Cognitive)

Learning Activity

In this learning activity, students will be in groups of three students. Each group will focus on identifying key details and events that are present in the text titled Return to Sender by: Julia Alvarez.  Students will complete worksheets to identify the story elements, the characters’ points of view and discuss how it relates to the issues present in society.

Students will be assessed based on their understanding of the cause and effects present in the text through the creation of their timeline, their teamwork and their creativity in the presentation of their timeline.

Learning Outcome

Students will understand the story elements present in the text titled Return to Sender by: Julia Alvarez, relate to our current society.

Selling Tool: Poster 

References

AASL. (2017, May 12). Standards for the 21st-Century Learner. Retrieved October 2, 2017, from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf

American Library Association (ALA). (2017, February 17). About the Pura Belpré Award. Retrieved October 07, 2017, from http://www.ala.org/alsc/awardsgrants/bookmedia/belpremedal/belpreabout

Alvarez, J. (2009). Return to sender. New York: Alfred A. Knopf.

Mid-Hudson Library System –Return to Sender / by Julia Alvarez. Retrieved  October 2, 2017 from

New York State P-12 Common Core Learning Standards for English Language Arts and Literacy. (n.d.). Retrieved October 2, 2017, from https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy

Wonder by R. J. Palacio

Title: Wonder

Author: R. J. Palacio

Lexile Level: 790L

Recommended for

Grades: Fourth Grade to Sixth Grade

Summary/Book Review

The book titled Wonder by: R. J. Palacio focuses on the main character, August or "Auggie", that has been homeschooled and then introduced to a mainstream classroom during fifth grade. Auggie faces bullying due to his deformity.

 I found this interesting because its discusses the topic of whether or not Special Educational Needs (SEN) students should be introduced to a mainstream classroom. I believe that it was interesting to see Auggie’s point of view as he adjusts to a new learning environment at Beecher Prep. In addition, his older sister, Via’s point of view is interesting. 

I like the different point of views throughout the novel through Auggie and his I believe that it is important that the theme of addressing bullying occurs. I believe that middle school can be a challenging time for some students, because it from my experience middle school/junior high school students focus more on figuring out their identity as well as bonding with other with traits and interests that they have in common. If an individual is unique and do not “fit in” or possess the usual persona, this student stands out and he/she may have a harder time. This is particularly challenging as a new student. Through my own experience of being bullied in middle school, I think Auggie overcoming this obstacle as well as gaining some acceptance by his classmates and gaining friends is heartwarming. I believe that this can story can be seen as inspirational.

I love that this story possesses Star Wars references. Auggie’s attempt to shed his persona in order to fit in can be viewed a symbol of him maturing and seeking to develop new interests. I can relate to this, because I grew up liking Star Wars, which helped with the bond with my father. It is not present in my life as seen Auggie’s life, as described through the reference in the text, however, I look back fondly at memories from my childhood.

Auggie owns various Star Wars related items and he tries to change himself in order to fit in without everyone by being more mature. However, I think that Star Wars brings out the nostalgia and can be fun at any age. 

In addition, I believe that I would utilize the topic of space in order to tie an astronomy lesson about the Solar System. Students’ learning about the Solar System is a great way to discuss the specifics of each planet. The lesson would tie in what is a solar eclipse, and the cause and effect of this event. Due to this occurrence in August, I think it would be an interest to students.

Learning Standards

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

  6. Describe how a narrator’s or speaker’s point of view influences how events are described.

  a. Recognize and describe how an author’s background and culture affect his or her perspective.”
     
     (Reading Standards for Literature Grade 5)

Learning Goal

Students identify the similarities and differences between the literature.

Learning Objective

Students identify the similarities and differences between the similarities and differences between the texts titled Wonder by: R. J. Palacio and The strange case of Origami Yoda by: Tom Angleberger.

Learning Activity

In this learning activity, students will read the text titled The strange case of Origami Yoda by: Tom Angleberger. In a class discussion, students will compare the similarities and differences between the texts the following texts: Wonder by: R. J. Palacio and The strange case of Origami Yoda by: Tom Angleberger. Students will learn to identify the story elements and how to cite properly from the text as well as provide an analysis of the texts. Then, students will create a visual presentation (e.g. PowerPoint) and presenting it to their peers. This learning activity will be assessed through a rubric.

Learning Outcome

Students learn how to identify the similarities and differences, create proper citations and critical analysis between the texts titled Wonder by: R. J. Palacio and The strange case of Origami Yoda by: Tom Angleberger.

Selling Tool 

Book Review

References

Mid-Hudson Library System -- Wonder / R.J. Palacio.. (2017). Search.midhudsonlibraries.org. Retrieved 16 October 2017, from http://search.midhudsonlibraries.org/iii/encore/record/C__Rb2000014__Swonder__Orightresult__U__X7?lang=eng&suite=cobalt

New York State P-12 Common Core Learning Standards for English Language Arts and Literacy. (n.d.). Retrieved October 16, 2017, from https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy

For teachers. (n.d.). Retrieved October 17, 2017, from http://rjpalacio.com/for-teachers.html 

The strange case of Origami Yoda / Tom Angleberger. (n.d.). Retrieved October 17, 2017, from http://search.midhudsonlibraries.org/iii/encore/record/C__Rb1929413__SStrange%20Case%20of%20Origami%20Yoda__Orightresult__U__X7?lang=eng&suite=cobalt

Palacio, R. (2012). Wonder (p. 315). Alfred A. Knopf.

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.

Wonder, by R. J. Palacio

Palacio, R. J. Wonder. New York, NY: Alfred Knopf, 2017.
Lexile Level: 790L

Selling Tool:

Book Review

Wonder is a book that stays with you long after you finish reading it. I first read Wonder when I was reading a children’s book group and that was chosen for our monthly read. Initially, I was a little skeptical because I hadn’t read children’s fiction much before that (since being a kid myself) but I was impressed from page one. There is something about August Pullman’s story that resonates with readers of all ages. I thought I knew what I was getting in for as soon as I read the premise of the story: a young boy who looks different struggles to fit in, but there is so much more to this book. Told from many perspectives, I got to see not only what Auggie’s friends and family were doing, but also how they were feeling. This made the story come to life and drew me into Auggies’ world. I don’t think I ever felt betrayal so strongly before I found out who was in the Star Wars costume. I didn’t hate anything about this book, and the children in my group loved it as well.

 This book is raw at times, and readers will feel the entire emotional gamut. This makes it a great book to discuss and to encourage reluctant readers because it is so REAL and therefore relatable. As explained through the mini-lecture, students will have an emotional reaction to this book. The experience is aesthetic as opposed to efferential.

Learning Activity Suggestions: 

 Art Link:

In our book group, we focused on the theme of kindness in the book, and created art based on the precepts. (also found here:http://rjpalacio.tumblr.com/post/17457757675/mr-brownes-precepts). We painted and used collage materials to decorate picture frames. We also had a discussion about the precepts each person chose, and why they were our favorites.  

http://www.nationalartsstandards.org/sites/default/files/Conceptual%20Framework%2007-21-16_0.pdf

1. Generate and conceptualize artistic ideas and work.

2. Organize and develop artistic ideas and work.

3. Refine and complete artistic work.

 Kindness Dialog:

I would like to see children start a kindness dialog. A good place to start would be this interview between R. J. Palacio and some school children that she met with in Brooklyn.

 https://www.youtube.com/watch?v=olmM_9r-6l8 

• This could take many directions, but one idea is to have a small lesson in activism by spreading kindness. The kids could come up with a kindness project that they could plan, implement, and enjoy.

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.

•  Additional Text Resources: (from commonlit.org)—any of these texts could be used as a jumping off point for written responses and round table discussion (possibly intergenerational)

CCSS.ELA-LITERACY.SL.5.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

• “About Treacher Collins Syndrome” by commonlit
• “The Milgram Experiment” by commonlit
• “Why do People Follow the Crowd?” by ABC News
• “A Teen and a Trolley Reveal Society’s Dark Side,” from Science News for Students
• “Fish Cheeks” by Amy Tan
• “Proposed Treatment to Fix Genetic Diseases Raises Ethical Issues,” from NPR
• “Herd Behavior” by commonlit