The Korean Cinderella
By Shirley Climo
Book Review Click Here
Lexile Level 700L
Grade 3-5
Showing posts with label multicultural. Show all posts
Showing posts with label multicultural. Show all posts
Tuesday, December 19, 2017
Monday, December 18, 2017
Book talk: Why the sky is far away
Bibliographic
Information:
Gerson, Mary-Joan, and Carla Golembe. Why the sky is far away: a Nigerian folktale. Little, Brown and Company, 1995.
Folk tale/Myth, AD670L
Gerson, Mary-Joan, and Carla Golembe. Why the sky is far away: a Nigerian folktale. Little, Brown and Company, 1995.
Folk tale/Myth, AD670L
Intended
Audience:
Pre-K, Kindergarten, 1st - 2nd grade
Pre-K, Kindergarten, 1st - 2nd grade
Key
passage:
"In the beginning, the sky was very close to the earth. In that time, men and women did not have to sow crops and harvest them. ... Anybody who was hungry just reached up, took a piece of the sky, and ate it."
Approach: Scene-based. Main character is the setting, the sky. Hand motions and voices for the individual characters. Loud booming voice for the sky when it angrily talks to the humans.
Notes for Booktalk: Keep names pronounced properly, focus on stressing action words when speaking. Explain folk tale/origin myths.
"In the beginning, the sky was very close to the earth. In that time, men and women did not have to sow crops and harvest them. ... Anybody who was hungry just reached up, took a piece of the sky, and ate it."
Approach: Scene-based. Main character is the setting, the sky. Hand motions and voices for the individual characters. Loud booming voice for the sky when it angrily talks to the humans.
Notes for Booktalk: Keep names pronounced properly, focus on stressing action words when speaking. Explain folk tale/origin myths.
The
talk: Write the script of your book talk
here. You can use full prose or a clear enough outline that can be easily
followed by the rest of us.
"In the beginning, the sky was very close to the earth. In that time, men and women did not have to sow crops and harvest them. ... Anybody who was hungry just reached up, took a piece of the sky, and ate it."
This is the story that explains why the sky is far away, retold by Mary-Joan Gerson. It is a Nigerian folk tale that explains how certain things in our world came to be. It is an etiological myth, a story that explains how something came into existence.
This is a great book to introduce the idea of folk tales to pre-kindergarteners to 2nd grade students. Often they will ask 'why' to aspects of the world they experience. This will show them these questions have been asked throughout the ages.
Why the Sky is Far Away will introduce the children to the idea of conservation and the dangers of wastefulness in an easily understandable way. The story follows the sky and it's interaction with the human world. We switch to the character of Adese, a vain and proud woman, who ends up abusing the gift the sky had given us.
This book is also a way to introduce stories from other cultures. As a folk tale from
If you're interested in other African folk tales, I suggest How the Zebra Got His Stripes and How Giraffe became so Tall retold by Andrea Florens.
Thank you for listening to my book talk.
"We now see, as the wise [people] did then, that the future of nature and its gifts rests in our own hands."
Video:
How the Elephant Got His Trunk retold by Andrea Florens and Angela Sinclair
How the Elephant Got His Trunk
Retold by Andrea Florens and Angela Sinclair
AD210L
This is an African folk tale about how the elephant got his very long trunk. The elephant used to have short, stubby noses in the beginning. But when a draught happens, and the only accessible water is from the river, the elephants dare drink from it. An alligator coms and bites the elephant on the nose and pulls with all its might to drag it into the water. The elephant’s nose grew longer and longer as it pulled until it became the trunks we know today.
Learning Activity:
The students will listen to How the Elephant Got His Trunk and be able to answer questions prompted by the teacher after the reading. If they are unable to answer a part, to go back into the text and re-read that part of the story.
The students will listen to How the Elephant Got His Trunk and be able to answer questions prompted by the teacher after the reading. If they are unable to answer a part, to go back into the text and re-read that part of the story.
Standards:
CCSS.ELA-L.RI.K.3 - With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Goal:
The student will listen to the story and be able to see how the actions of the alligator caused the elephant’s nose to get longer.
Objective:CCSS.ELA-L.RI.K.3 - With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Goal:
The student will listen to the story and be able to see how the actions of the alligator caused the elephant’s nose to get longer.
Cognitive –
The students will listen to the story and explain back to the teacher how the elephant’s trunk got so long, what happened to it to make it long, and why did the elephant not get dragged into the river by the alligator.
Outcome:
The student will be able to listen to the story and understand the sequence of events that caused the elephant to get his long trunk.
Painted Words/Spoken Memories written by Aliki Brandenberg
Painted Words/Spoken Memories
Aliki Brandenberg
620L
The first half of the book describes Marianthe's transition to living in the US without knowing any English. Quickly her name becomes Mari. She learns to express herself through artwork to let her classmates know what she is feeling even if she can't rely to them. After a while she learns English well enough to talk to people, her artwork is celebrated in her class. The second half of the book is about what came before her time in the US, her family is from a country with a lot of strife, famine and crime. Her parents move to the US as refugees/immigrants.
Jane Addams Children’s Book Awards for Picture Book 1999
Learning Activity:
The students will read over the two halves of the book. They will compare the illustrations from Mari’s childhood in the United States with those of her in her homeland during the war.
The students will read over the two halves of the book. They will compare the illustrations from Mari’s childhood in the United States with those of her in her homeland during the war.
Standards:
CCSS.ELA-L.RL.3.7 - Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
Goal:
The students will read the story and be able to point out the different emotions and expressions Mari has between each half of the story.
CCSS.ELA-L.RL.3.7 - Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
Goal:
The students will read the story and be able to point out the different emotions and expressions Mari has between each half of the story.
Objective:
Cognitive –
The students will read the story and compare images from the two settings in the story, the US and Bosnia.
The students will write out 5 examples of how characters in each half look different from the other half of the story.
Affective –
The students will write out how they believe the characters are feeling, comparing the US illustrations to the Bosnia ones.
Cognitive –
The students will read the story and compare images from the two settings in the story, the US and Bosnia.
The students will write out 5 examples of how characters in each half look different from the other half of the story.
Affective –
The students will write out how they believe the characters are feeling, comparing the US illustrations to the Bosnia ones.
Outcome:
The students will read the story and can find examples of different emotional expressions within the illustrations.
The students will read the story and can find examples of different emotional expressions within the illustrations.
My Name is Jorge written by Jane Medina
My Name is Jorge
Jane Medina
AD530L
A story told through poetry about a boy named Jorge after he moves to the US from Mexico. As the title says, his name becomes a focal point in his assimilation to the new culture. People call him George, he finds the name gross sounding.
Learning Activity:
The students will listen to the story, they will break into small groups, and answer questions the teacher poses.
Standards:
CCSS.ELA-L.RL.3.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Goal:
The students will listen to the story and be able to answer questions about the plot of the story. They will dicsuss their answers together in small groups.
Objective:
Cognitive –
The students will listen to the story and at the conclusion break up into groups of 3 people to discuss questions about the story. How does Jorge hear his name being spoken in English? How is that different from the way he and his family speak it? How does Jorge’s family help him when he has problems? When Jorge explains his name to his class, what experiences lead him to this presentation?
The students will listen to the story, they will break into small groups, and answer questions the teacher poses.
Standards:
CCSS.ELA-L.RL.3.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Goal:
The students will listen to the story and be able to answer questions about the plot of the story. They will dicsuss their answers together in small groups.
Objective:
Cognitive –
The students will listen to the story and at the conclusion break up into groups of 3 people to discuss questions about the story. How does Jorge hear his name being spoken in English? How is that different from the way he and his family speak it? How does Jorge’s family help him when he has problems? When Jorge explains his name to his class, what experiences lead him to this presentation?
Outcome:
The students will be able to listen to the story about a person’s name being changed and explain details in the story that gave Jorge courage to tell people to call him his real name.
The students will be able to listen to the story about a person’s name being changed and explain details in the story that gave Jorge courage to tell people to call him his real name.
Rene has Two Last Names written by Rene Colato
Rene has Two Last Names
Rene Colato
No lexile level, age range 5 to 6 years and grade level K to 3rd
Rene is a new student at his school and upon receiving his name tag from his teacher, he sees his last name isn't complete. He writes in his second last name onto the sticker. Later, his teacher gives the class an assignment to complete a family tree. This gives Rene a chance to explain his last names and why they're important to him and his culture.
2010 Skipping Stones Honor Award
2010-2011 Tejas Star Book Award List
Learning Activity:
The students will listen to the story and answer questions from the teacher as they read.
The students will listen to the story and answer questions from the teacher as they read.
Standards:
CCSS.ELA-L.RL.2.3 - Describe how characters in a story respond to major events and challenges.
Goal:
The students will be able to listen to the story and understand the circumstances around Rene’s last name and what is happening to him in his class that upsets him and why it upsets him.
CCSS.ELA-L.RL.2.3 - Describe how characters in a story respond to major events and challenges.
Goal:
The students will be able to listen to the story and understand the circumstances around Rene’s last name and what is happening to him in his class that upsets him and why it upsets him.
Objective:
Cognitive -
The students will listen to the story and be able to answer orally what is Rene’s full name, how is his name put together (where does each part come from), why is his name different when he moves to the new school, and why is Rene’s last name important to him.
Outcome:Cognitive -
The students will listen to the story and be able to answer orally what is Rene’s full name, how is his name put together (where does each part come from), why is his name different when he moves to the new school, and why is Rene’s last name important to him.
The students will be able to listen to the story and understand the reasoning behind Rene’s last name, how his family combined to create it, and why this is an important part of his heritage.
Why the Sky is Far Away Retold by Mary-Joan Gerson
Why the Sky is Far Away
Retold by Mary-Joan Gerson
AD670L
A Nigerian folk tale about why we have to work to get our food. Once long ago, the sky was just a bit above us, anywhere we humans went we could reach up and grab a piece of the sky and it would taste like regular food. The sky could taste like fruit or meat, and everyone was able to be fed from the sky this way. But people are wasteful and take more of the sky than they need, so the sky threatens to leave us humans and float out of reach forever. When a woman disregards the sky's warning and throws out a piece of the sky she couldn't finish eating, the sky leaves and flies far, far away.
Garden State Children's Book Award - 1991
Learning Activity:
After reading the story, ask the student questions about the character Adese and the moral of the folk tale.
How did Adese anger the Sky?
Why do they think she took a piece that was too much for her?
What did everyone learn to do after the Sky flew up far away?
How can we use nature so that we don't repeat Adese's mistake?
Learning Standards:
CCSS:ELA-L.RL.2.2 Recount stories, including fables and folk tales from diverse cultures, and determine their central message, lesson, or moral.
CCSS:ELA-L.RL.2.3 Describe how characters in a story respond to major events and challenges.
CCSS:ELA-L.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Goals:
The student will understand the central conflict of the folk tale, the motives for Adese and the Sky, and explain the meaning of the story.
Objective:
Cognitive –
The student will be able to answer the question prompts using evidence from the story.
The student will come up with 3-4 possible ways we can be less wasteful in our daily lives so we can avoid repeating Adese’s mistake.
Outcome:
The student will be able to take the message of the story into other readings and practices on environmentalism.
Selling Tool: Book talk video - https://drive.google.com/file/d/0Bxp1ys6gy6hxR0NQX0lKdkhLMnM/view?usp=sharing
Sunday, December 17, 2017
Tomas and the library lady, by Pat Mora
Mora, P. Tomas and the library lady. New York: Dragonfly Books, 2000.
Lexile Level: 500L
Awards:
Selected for Arlington Reads, 2005 Texas Bluebonnet Master List, 1999-2000
Tomás Rivera Mexican American Children’s Book Award, Southwest Texas State University, 1998
Teachers' Choices, International Reading Association, 1998
Honor Award in the Multicultural and International category. Skipping Stones Magazine, 1998
Notable Books for Children, Smithsonian, 1997
Nebraska Golden Sower Nominee, 1999-2000
Américas Award, Commended List, Consortium of Latin American Studies Programs (CLASP),
University of Wisconsin-Milwaukee, 1997
Selling Tool:
Lexile Level: 500L
Selected for Arlington Reads, 2005 Texas Bluebonnet Master List, 1999-2000
Tomás Rivera Mexican American Children’s Book Award, Southwest Texas State University, 1998
Teachers' Choices, International Reading Association, 1998
Honor Award in the Multicultural and International category. Skipping Stones Magazine, 1998
Notable Books for Children, Smithsonian, 1997
Nebraska Golden Sower Nominee, 1999-2000
Américas Award, Commended List, Consortium of Latin American Studies Programs (CLASP),
University of Wisconsin-Milwaukee, 1997
Selling Tool:
Learning Activity:
The following learning activity is the intellectual property of the author, Pat Mora, and can be viewed at http://www.patmora.com/ideas/#tomas
Target Age: Grades 3-4
Children will have a discussion about heroes. As a group, we will discuss famous heroes as well as the un-sung heroes of everyday life. Then we will draw a portrait of a personal hero.
Learning Standard:
Elaborate on an imaginative idea
Learning Goal:
Students will create a portrait of a hero.
Learning Outcome:
Students will make a portrait of an every day hero in their lives.
Learning Objective:
Students will create an oil pastel portrait of an everyday hero in their lives.
Tea with Milk - Tanya Beers
Tanya
Beers
IST571:
Children's Literature Lit Kit
Book: Tea with Milk by Allen Say
Lesson
Plan and Selling Tool:
https://docs.google.com/document/d/1WSbJf948Gm-H9JyktlcNrrHZoID_hLx76FCeBO8vE9E/edit
Tanya Beers
IST571: Children’s Literature
Share Blog Post – Week 6
Title: Tea with Milk
Author: Allen Say
Lexile Level: AD630L
Age Range: 5 – 8 years
Grade Level: Kindergarten to 3rd Grade
ISBN #: 0547237472
Tea with Milk is about a Japanese girl named Masako who is born and raised in Los Angeles,
California. Her friends call her May and she enjoys many American social customs and traditions.
Then May’s parents decide to move to Japan because they miss their home. May is devastated
because for her, America is home. She moves to Japan with her parents but will she ever feel
like Japan is her home? Will she learn what home really means for her?
California. Her friends call her May and she enjoys many American social customs and traditions.
Then May’s parents decide to move to Japan because they miss their home. May is devastated
because for her, America is home. She moves to Japan with her parents but will she ever feel
like Japan is her home? Will she learn what home really means for her?
Lesson for 3rd graders:
Students will listen to a reading of Tea with Milk by Allen Say.
Afterward, I will discuss with the class, through a short PowerPoint presentation the meaning
of culture, multiculturalism, and show a map of Asia so students can see where Japan is
geographically.
of culture, multiculturalism, and show a map of Asia so students can see where Japan is
geographically.
Students will write a 2-page essay describing the differences between Japanese culture and
American culture. They also need to discuss in the essay:
American culture. They also need to discuss in the essay:
1. What they learned from the reading.
2. What surprised them, if anything, about the story.
3. Either write an alternative ending to the story or state why they think the ending should stay
the way it is.
the way it is.
4. What does the word “Home” mean to them?
5. How would you feel about living in a culture different from yours?
The lesson will conclude with a tea party with many different kinds of tea, including Japanese
tea, and of course cookies and snacks.
tea, and of course cookies and snacks.
Learning Standards:
ISTE 6: Creative Communicator – Students communicate clearly and express themselves creatively
for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate
to their goals.
for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate
to their goals.
6b. Students create original works or responsibly repurpose or remix digital resources into new
creations.
creations.
6d. Students publish or present content that customizes the message and medium for their
intended audiences.
intended audiences.
Learning Goal:
Students will learn about a different culture through the reading, lecture, and writing assignment.
They will express their learned information and their own opinions and imaginations through
the writing assignment.
They will express their learned information and their own opinions and imaginations through
the writing assignment.
Learning Objectives:
1. Through their writing assignment, students will discuss their feelings of what “home” means
to them and how they would feel about living in a culture different from theirs. (Affective)
to them and how they would feel about living in a culture different from theirs. (Affective)
2. Students will describe, in their essay, the differences and similarities between American and
Japanese culture and explain what they learned from reading Tea with Milk by Allen Say.
(Cognitive and Psychomotor)
Japanese culture and explain what they learned from reading Tea with Milk by Allen Say.
(Cognitive and Psychomotor)
Learning Outcome:
Students will be able to compare their own American culture with a foreign culture, discover a
culture different from theirs, and learn more about how culture shapes society.
culture different from theirs, and learn more about how culture shapes society.
Works Cited:
Say, Allen. Tea with Milk. Houghton Mifflin, 1999.
International Society for Technology in Education (ISTE). ISTE Standards for Students.
Retrieved from http://www.iste.org/standards/for-students, 2017.
Retrieved from http://www.iste.org/standards/for-students, 2017.
Selling Tool: Book Trailer of Tea with Milk:
Saturday, December 16, 2017
Bud, Not Buddy by Christopher Paul Curtis
(courtesy of amazon.com)
Title: Bud, Not Buddy
Author: Christopher Paul Curtis
Lexile: 950L
Awards: Coretta Scott King Award, Newbery Medal
Genre: Multicultural, realistic fiction, historical fiction,
Summery:
Bud, not Buddy, is a orphan from Flint Michigan who soon finds himself on the run after a particularly bad foster family tries to give him back to the orphanage, but Bud is not going back to the orphanage, no, he decides to try and find his father, famed musician Herman E. Calloway. The book takes place in 1936 and highlights issues of labor rights, racism, and poverty that pervaded the United States during the Depression era. It's an award-winning book that I would highly recommend checking out.
Selling Tool:
Interactive Activity:
Activity: In the story Bud carried a suitcase of his favourite possessions, in this activity students will reflect on their belongings and choose four things that they would bring with them. Students will use the activity worksheet as a guide for the belogingins.
Learning Objectives:
Students will create a suitcase with four things in it that they couldn't live without, just as Bud has carried a suitcase of his belongings.
Students will explain in the panels of the suitcase worksheet why they couldn't live without their chosen items.
Learning Goal:
Students will be able to relate to the character of Bud through the act of creating a suitcase of the most important possessions.
Learning Objective:
Students reflection of having to live like Bud will create positive empathy for the character.
Ms. Marvel, No Normal by G. Willow Wilson and Adrian Alphona
(courtesy of amazon.com)
Title: Ms. Marvel, No Normal
Authors: G. Willow Wilson, Adrian Alphona
Lexile: 420L
Genre: Graphic Novel, Fantasy, Superhero, Multicultural
Selling Tool:
Book Advertisement, Who is the New Ms. Marvel?
As is true of the greatest of our Marvel heroes, Spiderman, The X-men, or Captain America, Kamala Khan's story is about who we really are. Are we the culture of our family, our faith? Are we the product of our aspirations? Are we what others perceive us to be? These are the questions Kamala must face as a teen.
She wants to be normal, to fit in, but her destiny lies in something far more extraordinary when she is bestowed with the powers of Ms. Marvel. After a mysterious fog settles on the city, Kamala suddenly finds herself able to shape herself into whatever she desires, but what does Kamala desire? Does she want to be normal? What is normal? Read this exciting new adventure from Marvel Comics and find out who Kamala Khan really is…
Kamala Khan, a teen battling with her identity. Is she the obedient Muslim girl that her school friends think she is? Is she the rebel that her family and friends see? One thing for certain, she is the newest superhero on the block!
Learning Standards:
Empire State Information Fluency Continuum Standard 2: Pursuing Personal and Aesthetic Growth, 6th Grade: Independent learners respond to and create literary and artistic expressions, use effective strategies for personal exploration of ideas, and read on their own by choice.
Learning Goal:
Students will interpret identity through personal reflection founded on the inferences of the struggles of Kamala Khan in the graphic novel, Ms. Marvel Vol 1.
Learning Objectives:
(S): Much of the story of Ms. Marvel is concerned with the relationship between the public and private interpretation of Kamala. Students will write a brief journal entry that compares and contrast how they are perceived in public and private.
(A): Students will provide specific examples of their personal reflection in the journal entry.
Learning Outcome:
Through personal reflection students will express their own identity.
Friday, December 15, 2017
How Tia Lola ended up starting over, by Julia Alvarez
Alvarez, Julia. How Tia Lola ended up starting over. New York: Knopf Books for Young Readers, 2013.
Lexile Level: 830L
Selling Tool: Follow the link for a short slide presentation:
https://docs.google.com/presentation/d/1DdwIUiG--rgtz5Us1IMtJ72g7qUK4dsvwiAZqNULIMw/edit#slide=id.p
Learning Activity:
Lexile Level: 830L
https://docs.google.com/presentation/d/1DdwIUiG--rgtz5Us1IMtJ72g7qUK4dsvwiAZqNULIMw/edit#slide=id.p
Learning Activity:
While reading: Tia Lola is from the Dominican Republic, and she shares many common phrases in Spanish when she is talking with her nieces and nephews. Create a glossary with the Spanish words and phrases that Tia Lola uses. Look up the words in an English-Spanish dictionary.
Post-reading activity: Opening a Bed and Breakfast is a lot of work. Help Tia Lola and the children come up with a menu. You will be serving your guests breakfast every day.
Extended activity: Translate your menu into Spanish! Use an English-Spanish dictionary to learn the names of the foods on your menu.
The following relate to the “while reading” activity above. The other two activities are enrichment activities that afford additional learning opportunities not listed here.
Learning Standard
|
CCSS.ELA-LITERACY.L.5.4.C
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. |
Learning Goal
|
Students will use a dictionary to learn the Spanish words and phrases in the book.
|
Learning Outcome
|
Students will create a glossary with the definitions of the Spanish words and phrases found in the book.
|
Learning Objective
|
Students will locate Spanish words and phrases from How Tia Lola Ended Up Starting over and create a glossary of those terms.
|
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