tag:blogger.com,1999:blog-3062879912221056212024-03-05T20:14:13.264-08:00My Life in Picture Books...The headquarters of a teacher and father with too many ideas on how to use picture books with kids...Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-306287991222105621.post-87533468048653389932015-08-05T21:15:00.003-07:002015-08-05T21:15:34.503-07:00"The Story of Ferdinand" by Munro Leaf<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZku1Yemx6RqECp3ehW_6iw7Xi7w7SRaQ9jR9ESqgU0gthNxomdIjiBmPY6R0i2xpe3IJHQi_1Gu_udmY18uXsJi5N-FlZnAC1AHx3OKWnLuBjYDA0camPvEKd3bk12-bJE5EBsxT1soBI/s1600/IMG_4051.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZku1Yemx6RqECp3ehW_6iw7Xi7w7SRaQ9jR9ESqgU0gthNxomdIjiBmPY6R0i2xpe3IJHQi_1Gu_udmY18uXsJi5N-FlZnAC1AHx3OKWnLuBjYDA0camPvEKd3bk12-bJE5EBsxT1soBI/s320/IMG_4051.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Story of Ferdinand and me <br />as I dream of my childhood...</td></tr>
</tbody></table>
<br />
<b>THE BOOK:</b><br />
This book follows the life and feelings of Ferdinand, the bull from Spain who is peaceful and different. He, unlike most bulls, likes to sit under a tree and smell the flowers. It is a book that reminds people it is OK to be different and peaceful.<br />
<br />
<b>USE THE BOOK:</b><br />
This is my all-time, number one children's book. Published all the way back in 1936, it was a part of many people's childhood memories, including mine. I have very destinct memories of reading it in my dad's make-shift office in the garage. I personally related to this book more than an other I have ever read. For those of you who know me, you know I am a very different person--I have met only two or three others who I consider to be like-minded--and I always wondered if it was OK to be me. In my early teen years I decided to embrace my odd thinking because it was who I was created to be, and after a few years of trying to become comfortable in my skin, I eventually was.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOgHnBrbTZSK9ocJI69rOdVh6CQbtInb7JGJqILOsriFCIbim1SsdHKYOq45Ol7G1l1QkSp-rP2-amXUd6K0yjU9w4UtQXnghTN3g2oMg6XFm__bOGmDg3Mp4ANh91bc9QoP6Gb-VUoucl/s1600/IMG_4052.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOgHnBrbTZSK9ocJI69rOdVh6CQbtInb7JGJqILOsriFCIbim1SsdHKYOq45Ol7G1l1QkSp-rP2-amXUd6K0yjU9w4UtQXnghTN3g2oMg6XFm__bOGmDg3Mp4ANh91bc9QoP6Gb-VUoucl/s320/IMG_4052.JPG" width="240" /></a></div>
This book somehow seemed to show up during my childhood--stashed on a shelf it would pop up and remind me to be who I was made to be.<br />
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So with that in mind, and because this book is so good, I really just want you to read it to kids and talk about differences in people that are good. Talk to them about being true to who they are, so long as it is good and right. Remind them they don't have to be do-ers, they can be thinkers, watchers, wallflowers, or whatever--so long as it is good, be it.<br />
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For those of you in need of more, here is a link to a fantastic blog where philosophy and Ferdinand are discussed in depth:<a href="http://www.teachingchildrenphilosophy.org/wiki/The_Story_of_Ferdinand" target="_blank"> Click here.</a><br />
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Just enjoy it.<br />
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Happy reading!Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-52520512606195834912015-08-04T10:58:00.001-07:002015-08-04T10:58:18.035-07:00"On Market Street" pictures by Anita Lobel, words by Arnold Lobel<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlMlT5OXUoDu4_mWUG4rRV_gJkiPHgScTMcX-848g0K6__cFfMmgg96R9OMMZDYc7VmZnAZ8yBOGJMQwlC3Ed6FgVU6hbCtKzgDIkM4IwQqlySfcNrqZcsSwh7MowAY-Sfo9NaMc3t-pmB/s1600/IMG_4012.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlMlT5OXUoDu4_mWUG4rRV_gJkiPHgScTMcX-848g0K6__cFfMmgg96R9OMMZDYc7VmZnAZ8yBOGJMQwlC3Ed6FgVU6hbCtKzgDIkM4IwQqlySfcNrqZcsSwh7MowAY-Sfo9NaMc3t-pmB/s320/IMG_4012.JPG" width="240" /></a></div>
<b>THE BOOK:</b><br />
<br />
"On Market Street", pictures by Anita Lobel and words by Arnold Lobel, is a classic alphabet book with an early 80s style. It loosely follows a character who goes to Market Street to buy a plethora of items for a "friend". Each page is decorated to show a person bedecked in that letter's item (see below).<br />
<b><br /></b>
<b>USE THE BOOK:</b><br />
<br />
I like alphabet books for a few different age groups. First, preK and Kinder seem to work nicely, but I also like to use them with older kids in art. Here is an idea to use in your classroom...<br />
<br />
<b>Mimic the Art:</b><br />
Mimic the art concept behind "On Market Street". This can be a collage, pen and ink drawing or a photography project.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsRP7G7iD5R8g-98ag01pIcNDf9ucy7Gb-_RGu2qofNhEd-OQwrBKMQw-QDF9GD7r8YXrWSZGg4LFytAFxx711cpir8Ja2jxr7ZpAx3lKtTNj3mMMyMPBHw9gyb5MczoH1LIcH-RjtD_mw/s1600/IMG_4017.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsRP7G7iD5R8g-98ag01pIcNDf9ucy7Gb-_RGu2qofNhEd-OQwrBKMQw-QDF9GD7r8YXrWSZGg4LFytAFxx711cpir8Ja2jxr7ZpAx3lKtTNj3mMMyMPBHw9gyb5MczoH1LIcH-RjtD_mw/s320/IMG_4017.JPG" width="320" /></a></div>
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<b>Grade Levels-</b> PreK, K, 1, 2, 3, 4, 5, 6<br />
<b><br /></b>
<b>Materials-</b><br />
Vary depending on your method, but may include:<br />
<br />
<ul>
<li>Paper</li>
<li>Markers</li>
<li>Pencil</li>
<li>Photograph of child's face</li>
</ul>
<br />
<br />
1. Take a photo of each child's face.<br />
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2. Have each child in the classroom use the first letter of his/her name, and think of something he/she likes. For instance, Troy may like Transformers, Sarita may like Snapple, and Jose may like Jelly Sandwiches. <br />
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3. Have each child draw a picture of a body with pencil, or they can use this template of a <a href="http://www.kidzone.ws/thematic/gingerbread/blank.htm" target="_blank">gingerbread person.</a><br />
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4. In the "body space", not the head, have the child fill it with images of the above selected item (e.g. Transformers, Snapple, or Jelly Sandwiches). They can draw, paint, collage from magazines or GoogleImages, or even take photographs to fill the picture.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5KJA7jOyWguK6AvBlO6a9Pft_l3Y34QJh57iYxbvScCdNPh9gExT0sbQ2NEqxa65OGXgm9ZiSDdFictpAIbY_-9vZAVZu9bfdLsr8gNxK0YAzIz_9MbfEs-pOCxHbdEEH-QQU_hYuJFSU/s1600/IMG_4013.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5KJA7jOyWguK6AvBlO6a9Pft_l3Y34QJh57iYxbvScCdNPh9gExT0sbQ2NEqxa65OGXgm9ZiSDdFictpAIbY_-9vZAVZu9bfdLsr8gNxK0YAzIz_9MbfEs-pOCxHbdEEH-QQU_hYuJFSU/s320/IMG_4013.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kids can mimic the style from a page like this.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtPYHE0sZUVoVxOJW8j2Me4Z15Rnlkh0Vt_gwWDh2aGuD4O7WN8MqRo2K5qlN3r0QG9N7JV1K-6bdgm5HpMHISLKfYgcrYe1KDQBLDh4GGu2G1Qg1mG6ugbbwzEj7l8bdTT5zt0w5X7xs6/s1600/IMG_4014.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtPYHE0sZUVoVxOJW8j2Me4Z15Rnlkh0Vt_gwWDh2aGuD4O7WN8MqRo2K5qlN3r0QG9N7JV1K-6bdgm5HpMHISLKfYgcrYe1KDQBLDh4GGu2G1Qg1mG6ugbbwzEj7l8bdTT5zt0w5X7xs6/s320/IMG_4014.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here is my character. M for Mac n Cheese.</td></tr>
</tbody></table>
</div>
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<br /><br />5. Print out the photo of the child taken in step 1.<br />
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6. Cut and paste the photo in the head spot.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjGwlLC85qaCLgB_bI0jJzCvDc7vnXS0wvKb6sNsmqoePaMqaUCjrSLCnOu042O7CP5Ygl_Bm_9XQacdnGTnyobuTNAj-dTYR-C3rmG0C8Skwj0Pezu-_YGRgrmSKD1IiDtQQ9zd-OXeuO/s1600/creepy.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjGwlLC85qaCLgB_bI0jJzCvDc7vnXS0wvKb6sNsmqoePaMqaUCjrSLCnOu042O7CP5Ygl_Bm_9XQacdnGTnyobuTNAj-dTYR-C3rmG0C8Skwj0Pezu-_YGRgrmSKD1IiDtQQ9zd-OXeuO/s320/creepy.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Michael's made of Mac n Cheese. LOL</td></tr>
</tbody></table>
<br />
7. Add more images to surround the face and color.<br />
<br />
It may be a little creepy, but it is what you might see "On Market Street"--and I like it.<br />
<br />
<br />Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-72864061314241375042015-08-03T21:21:00.000-07:002015-08-04T10:03:19.179-07:00"Caps for Sale" by Esphyr Slobodkina<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdg4ooHKEzf6GZQvLWmPYhz2Oe9Ep5oQZg76fLUxW8D__c9pb__8hzu6jNMijsjGXMji-iRFGDsn72BCWSbve6IIwdnWwYH3d-rmRKzB4DCrtBYn3nhBcHBwWWoXlhzI8jsWK2LHraxGjx/s1600/IMG_3986.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdg4ooHKEzf6GZQvLWmPYhz2Oe9Ep5oQZg76fLUxW8D__c9pb__8hzu6jNMijsjGXMji-iRFGDsn72BCWSbve6IIwdnWwYH3d-rmRKzB4DCrtBYn3nhBcHBwWWoXlhzI8jsWK2LHraxGjx/s320/IMG_3986.JPG" width="240" /></a></div>
<b>THE BOOK: </b><br />
<br />
"Caps for Sale" by Esphyr Slobodkina is one of my favorite books from my childhood. My father masterfully read it aloud to me as a kid. The story follows a peddler who sells caps in a town for 50 cents each. He falls asleep under a tree, only to find a group of monkeys has stolen his hats. The man must then find a way to get his caps back.<br />
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<b>USE THE BOOK:</b><br />
<br />
This book is a perfect read aloud for age 3 in preK all the way up to third grade. It is a great group read aloud as the kids listening can act out the part of the monkeys and make the infamous "Tsz! Tsz!" noise.<br />
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<b>Patterning with Caps:</b><br />
Patterning is a huge development in preK and K; it is a foundation for math and literacy.<br />
<b><br /></b>
<b>Grade Levels- </b>preK, K<br />
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<b>Materials-</b><br />
Worksheet printouts<br />
Scissors<br />
<br />
<b>Process-</b><br />
1. Print out the worksheets below. You can either use the colored copies or the plain ones. If using the plain ones, give each child two sheets totaling 10 caps. If using the colored copies, print enough caps so each child has at least 10 caps of various colors.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtqaVDfoMEilKPh2bp-Xw_qYHyr_vw78fUBHwZmKPFe2t_blvxH110Wq_EM9EvIjQaG6rEso-XvRAzOExXGhlrNW-0A71I0zRe9zQW_0TeilIa4OnnBSOL0_nZWvHiZDgJRZrb2rq5qhw5/s1600/IMG_3985.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtqaVDfoMEilKPh2bp-Xw_qYHyr_vw78fUBHwZmKPFe2t_blvxH110Wq_EM9EvIjQaG6rEso-XvRAzOExXGhlrNW-0A71I0zRe9zQW_0TeilIa4OnnBSOL0_nZWvHiZDgJRZrb2rq5qhw5/s320/IMG_3985.JPG" width="240" /></a></div>
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2. Have children cut out the caps you provide.<br />
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3. Now have children make a pattern with the caps. Have them try a pattern such as:<br />
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ABABABA<br />
ABBABBA<br />
ABCABC<br />
ABBCCCABBCCC<br />
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4. Before they glue down the caps on the peddler, have them practice at least 5 combinations. <br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRwd88Kcrnc-PFJfkjUoJIA0B54bQhmYTcLWim8HptWIithCq5VL0oP_7m0XbXCFj4kqLf0pn5MBU7X-JCDN3_ony6Cm2vao8NJU9UGAk2SV4w22IgfaOdCVTdZjjTmGpHNsL9HS0R9QQC/s1600/IMG_4007.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRwd88Kcrnc-PFJfkjUoJIA0B54bQhmYTcLWim8HptWIithCq5VL0oP_7m0XbXCFj4kqLf0pn5MBU7X-JCDN3_ony6Cm2vao8NJU9UGAk2SV4w22IgfaOdCVTdZjjTmGpHNsL9HS0R9QQC/s400/IMG_4007.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">My 4-year-old making patterns.</td></tr>
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5. Have the kids draw and color a background.<br />
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6. Then, have them glue a special pattern of caps atop the peddler's head.<br />
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<b>CENTERS OPTION- </b><br />
<br />
If you would like kids to use this as a repeatable center, pre-cut the items and place them in a sandwich bag (I made all items to fit in there easily). Then tape the sandwich bag to the back of the book for easy storage.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtlWxB8ER_5nEq2gFyUrH2LmmpJbtplU_4rIlsknyOtzHMxZ47YYHUw98cjSI2dC74j_kg6JKT36e8ZxmDQYnODKTHXjkg0N-oSr1LOU9lrXoI9PUQQVfYmBSzrdgnKFpghn7IWWOQqg8s/s1600/IMG_4011.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtlWxB8ER_5nEq2gFyUrH2LmmpJbtplU_4rIlsknyOtzHMxZ47YYHUw98cjSI2dC74j_kg6JKT36e8ZxmDQYnODKTHXjkg0N-oSr1LOU9lrXoI9PUQQVfYmBSzrdgnKFpghn7IWWOQqg8s/s320/IMG_4011.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Attach tape to the bottom of the bag and<br />adhere the bag to the book.</td></tr>
</tbody></table>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqvexOVfCMujT0HV6_pe1IQ7PuQZb5piPIBuZ4b01Mj8Aq3cNcOlVUEeQSyORmvwIVxUrReRnrePJ9giSfo0peKd6GBLA4vYF9wbgKmzaeV6CDC1TygdaoQTd-AaIjNm5TyO4zlq8o7Kbi/s1600/IMG_4010.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqvexOVfCMujT0HV6_pe1IQ7PuQZb5piPIBuZ4b01Mj8Aq3cNcOlVUEeQSyORmvwIVxUrReRnrePJ9giSfo0peKd6GBLA4vYF9wbgKmzaeV6CDC1TygdaoQTd-AaIjNm5TyO4zlq8o7Kbi/s320/IMG_4010.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The attached bag of materials.</td></tr>
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</div>
Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com2tag:blogger.com,1999:blog-306287991222105621.post-48133215991569255802015-08-02T11:18:00.001-07:002015-08-02T11:25:13.181-07:00"I Want My Hat Back" by Jon Klassen<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHqkA_P-YI04WdX-G2zwEuXdJZdoOl211daUHtwyyPlTM6hRCnEwi5dbTtLDZx9OAy8zqz3KDSrALStGMcRbkQJ_l4qdiyiNpNYxvozqF8NoLe-6kHk5AEXEUr9DEWKw8IdYxqJDD6UJ5T/s1600/IMG_3958.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHqkA_P-YI04WdX-G2zwEuXdJZdoOl211daUHtwyyPlTM6hRCnEwi5dbTtLDZx9OAy8zqz3KDSrALStGMcRbkQJ_l4qdiyiNpNYxvozqF8NoLe-6kHk5AEXEUr9DEWKw8IdYxqJDD6UJ5T/s320/IMG_3958.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I lost my hat (and some of my hair)<br />
in this photo. So did the bear.</td></tr>
</tbody></table>
<b>THE BOOK:</b><br />
<b><br /></b>
"I Want My Hat Back" is a funny story by <a href="http://jonklassen.tumblr.com/" target="_blank">Jon Klassen </a>that my 4-year-old son enjoys. It follows a bear (I think he's a bear) who has lost his hat. He looks around for his hat, only to find one of his so-called friends has taken it.<br />
<br />
Using simple dialogue exchanges, this book is a fast read with some joyful interactions as you read it to kids.<br />
<b><br /></b>
<b>USE THIS BOOK:</b><br />
<br />
This book can be used as a great group read aloud with preK to 2, but I can see this activity being perfect from grades 2-12... Here is how...<br />
<br />
<b>Inferring Tone in Reader's Theater: </b><br />
<br />
Teach kids about inferring tone in a piece of literature. One of the hardest aspects of reading for many kids is hearing the tone of an author, unless the piece is read aloud. That's why I start with kids listening to characters. I ask them to read aloud and imagine the feelings, and, essentially, tone of characters. It is a simple activity you can truly use with most.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrt42y_W79niMHGrCV9peKtrcQ0lbS-oB7p1cLaiVKrhmwHY-mwzPKxZ8oXAplZN3BoWW1bh8pzr1p2N9Ni8vGh6WJ4rRPZ7SYZ6IinQ7ousCLgmCXg33Dpe8sj5xae3wAxkPfbmjOXBw0/s1600/IMG_3962.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrt42y_W79niMHGrCV9peKtrcQ0lbS-oB7p1cLaiVKrhmwHY-mwzPKxZ8oXAplZN3BoWW1bh8pzr1p2N9Ni8vGh6WJ4rRPZ7SYZ6IinQ7ousCLgmCXg33Dpe8sj5xae3wAxkPfbmjOXBw0/s400/IMG_3962.JPG" width="400" /></a></div>
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<b>Grade Levels-</b> 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12<br />
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<b>Materials-</b><br />
<br />
Worksheet (below)<br />
Pencil<br />
Copies of the "dialogue" pages of the text (have kids jot these down or make copies)<br />
<br />
<br />
This is a great book to use for Reader's Theatre. Each page offers a back-and-forth dialogue that can be preformed by two students. Here is a simple format to follow:<br />
<br />
1. After reading the book, identifying the culprit, and laughing (or gasping) at the end, copy off each page of the book, or transcribe it by hand. There will be 7 pages with this type of dialogue (see the page to the side for an idea).<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglk8v9gUG6Q1WmOnjLCtfX5o5tYfE8DglC3Jhwt6rItlRgebO1dfSoZdFzqR3wBiNLZLEttOiYkvtvaz0QBuFRVmB_p1vTEWR70Vg2q92YsvYTZRQXfVnohXWciVRKKEQ4S0FqpbmDRnBV/s1600/IMG_3957.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglk8v9gUG6Q1WmOnjLCtfX5o5tYfE8DglC3Jhwt6rItlRgebO1dfSoZdFzqR3wBiNLZLEttOiYkvtvaz0QBuFRVmB_p1vTEWR70Vg2q92YsvYTZRQXfVnohXWciVRKKEQ4S0FqpbmDRnBV/s320/IMG_3957.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">An example of a dialogue page.</td></tr>
</tbody></table>
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2. Have students pair up. Each pair receives a copied page. (Feel free to have multiple groups read the same page, but be sure they work in pairs--no trios.)<br />
<br />
3. In pairs, have the tallest person be the bear and the shorter person be the other creature. Have the kids practice reading it in their pairs.<br />
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4. Now have the roles switch, the shorter person reads the bear.<br />
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5. Together the pair fill out the following worksheet. Tell them:<br />
<br />
You are going to listen and infer what your characters' tone are in this piece. Tone is the "attitude toward the subject". Since the text doesn't tell us, you have to infer. Is the character confused? Is she worried? Is the character somber, playful, or serious? <span style="background-color: white; color: #252525; font-family: sans-serif; font-size: 14px; line-height: 22.3999996185303px;">Your job is to decide two ways in which the character could possibly say his/her lines. Once you decide, write in on your worksheet. Only use the lines where it says "Tone 1" and "Tone 2".</span><br />
<span style="background-color: white; color: #252525; font-family: sans-serif; font-size: 14px; line-height: 22.3999996185303px;"><br /></span>
<span style="background-color: white; color: #252525; font-family: sans-serif; font-size: 14px; line-height: 22.3999996185303px;">(You should model this for the kids using the process using the double-page spread at the bottom of this post. You can show them he may be "sad when he says "Nobody has seen my hat." You can point out that this could be read in an "angry", "frustrated", or "somber" tone. Read it in the different tones so kids can see how the way we read the text changes the characterization and, at times, meaning.)</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglFKfMVGeidnDT139Uz8qZ5IGEAioMt5axrJMdnCZY-VbBd-REzqk6ZHuveHSSQyQemsBU7kovDumx356tVlPuGFUr4A55qXyYsOn2GCFDNrWpfHDlJ68cw5doO061z6Jgyxkmvey9ztr0/s1600/where+is+my+hat.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglFKfMVGeidnDT139Uz8qZ5IGEAioMt5axrJMdnCZY-VbBd-REzqk6ZHuveHSSQyQemsBU7kovDumx356tVlPuGFUr4A55qXyYsOn2GCFDNrWpfHDlJ68cw5doO061z6Jgyxkmvey9ztr0/s400/where+is+my+hat.jpg" width="308" /></a></div>
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<span style="background-color: white; color: #252525; font-family: sans-serif; font-size: 14px; line-height: 22.3999996185303px;">Supervise students to ensure they just do the first two tone lines for each character.</span><br />
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<span style="background-color: white; color: #252525; font-family: sans-serif; font-size: 14px; line-height: 22.3999996185303px;">6. Now have some fun and give the kids the printout from the tone list. <a href="http://valenciacollege.edu/east/academicsuccess/eap/documents/tonewords.pdf" target="_blank">Click her for the list.</a> You may want to adjust this list for your age group.</span><br />
<span style="background-color: white; color: #252525; font-family: sans-serif; font-size: 14px; line-height: 22.3999996185303px;"><br /></span>
<span style="background-color: white; color: #252525; font-family: sans-serif; font-size: 14px; line-height: 22.3999996185303px;">7. Ask the kids to try reading the dialogue with different tones. Ask them to write down and practice three more from the list provided.</span><br />
<span style="background-color: white; color: #252525; font-family: sans-serif; font-size: 14px; line-height: 22.3999996185303px;"><br /></span>
<span style="background-color: white; color: #252525; font-family: sans-serif; font-size: 14px; line-height: 22.3999996185303px;">8. Once done, have students select the best tone from their list of 5 options. Circle the best option, and then have the class gather together to preform the whole piece in front of the class.</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJriZW1tiH4GfNZJDk3FSBUsrjcisjZX3XFTpIceks2b4SG05REQG-HJ3f1iWDRn7KQvlfgpzcAPaPpKfMe9cX6W1Z_1h6mMdNhXlLUb46zL5KabKxABw2ppL4uN8-BprzOuNZD9WWzeip/s1600/FullSizeRender+%25286%2529.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJriZW1tiH4GfNZJDk3FSBUsrjcisjZX3XFTpIceks2b4SG05REQG-HJ3f1iWDRn7KQvlfgpzcAPaPpKfMe9cX6W1Z_1h6mMdNhXlLUb46zL5KabKxABw2ppL4uN8-BprzOuNZD9WWzeip/s320/FullSizeRender+%25286%2529.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The bear lamenting over his lost hat. This page is a good<br />
one to use as you model inferring tone.</td></tr>
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<span style="background-color: white; color: #252525; font-family: sans-serif; font-size: 14px; line-height: 22.3999996185303px;"><br /></span>Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-54424382713516862812015-08-01T07:00:00.000-07:002015-08-01T07:00:00.632-07:00"Little Owl's Night" by Divya Srinivasan<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaCC8dCPpka90ECT88zb86oOLOvrlLCzXGQbmUjNUsJplDyrXw20MujX052yKOIwZ4Ct8fyY223k80VwIMGoYyV1qrZ7Ap421M3QelniYKCP_TZG3IypTN3zZeZeIQRcfSCF4pKLLRIUmN/s1600/IMG_3925.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaCC8dCPpka90ECT88zb86oOLOvrlLCzXGQbmUjNUsJplDyrXw20MujX052yKOIwZ4Ct8fyY223k80VwIMGoYyV1qrZ7Ap421M3QelniYKCP_TZG3IypTN3zZeZeIQRcfSCF4pKLLRIUmN/s400/IMG_3925.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">My fear of night creatures expressed and the book.</td></tr>
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<b><br /></b>
<b>THE BOOK:</b><br />
This simple board book (also available in traditional hardback) by Divya Srinivasan is a great story about a little owl who roams about at night, watching the other nocturnal animals. It reads like a simple bedtime story.<br />
<br />
<b><br /></b>
<b>USE THE BOOK:</b><br />
This book would work beautifully with kids preK through second grade. Here is an idea on how to use this with K-2...<br />
<br />
<b><br /></b>
<b>Animal Research-</b><br />
Every animal featured in the "night" part of this book is nocturnal, and in all honesty, I didn't realize it until I took a second look... A second look, and a quick Google on a few of the animals. Which is just what kids need to do for this activity.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXZtGyOC7qCbB4noWzBVOOvgUkTo-8L3YvcSaOh4dRvwtPP7sKgwVHGujVpkEBsiLHRFX8ROvszm33OGkQR4hEQKx-xiXMPef-hbRs2oMp75YD-tzN2uoiGmD7qHonzDRPf0Kq23r-H2tP/s1600/IMG_3944.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXZtGyOC7qCbB4noWzBVOOvgUkTo-8L3YvcSaOh4dRvwtPP7sKgwVHGujVpkEBsiLHRFX8ROvszm33OGkQR4hEQKx-xiXMPef-hbRs2oMp75YD-tzN2uoiGmD7qHonzDRPf0Kq23r-H2tP/s400/IMG_3944.JPG" width="400" /></a></div>
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<b><br /></b>
<b>Grade Levels-</b> K, 1, 2<br />
<b><br /></b>
<b>Materials Needed-</b><br />
Computer with internet access<br />
Worksheets (below)<br />
Pencils<br />
<br />
We want to teach kids to be lifelong learners. Which is why I will simply say, when reading this book, point out to kids that all of the animals in the night section are nocturnal. Explain the term and consider all of the other creatures that are nocturnal that are not featured.<br />
<br />
Then ask kids to look up facts on the animals featured in the book. I made a simple fact-gathering sheet for you to use when researching these nocturnal creatures.<br />
<br />
From their research, have kids compare and contrast the animals. Classification and organization in this chart is a wonderful literacy skill that many kids don't get a chance to master, so take the time to utilize this tool. (I selected a few of the animals to chart, you can always add more.)<br />
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<br />Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-49172402118190282782015-07-31T16:39:00.000-07:002015-07-31T16:44:19.040-07:00"FLOTSAM" by David Wiesner<br class="Apple-interchange-newline" />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7I6oYJQZke29-5SvwwoydunLJ5bBYwMiYdGniggVOSHNtKd6YWYF2B-avCuHf5phZOtQnXJyArvnulAQW2AH79iv-bVVttlfvZe7fj98OSLp0etQi9HzBEINnGNSj4bE0kdAuV-UQgAbp/s1600/IMG_3914.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7I6oYJQZke29-5SvwwoydunLJ5bBYwMiYdGniggVOSHNtKd6YWYF2B-avCuHf5phZOtQnXJyArvnulAQW2AH79iv-bVVttlfvZe7fj98OSLp0etQi9HzBEINnGNSj4bE0kdAuV-UQgAbp/s400/IMG_3914.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The wordless book and me chilling in the home-schooling corner.</td></tr>
</tbody></table>
<b>THE BOOK:</b><br />
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"FLOTSAM" is <a href="http://www.hmhbooks.com/wiesner/" target="_blank">Wiesner's award-winning wordless picture book</a> that follows a boy's discovery of a washed up camera--the flotsam--at the beach. The boy soon discovers the camera is special, perhaps magical, camera film that has miraculously survived the ocean. He devlops the film and discovers photos of an underwater world, living, mechanical, and fantasy. (I would also like to point out this book has the first-ever documented use of a selfie-stick... well... kinda.)<br />
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<b>USE THE BOOK:</b></div>
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<br /></div>
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This book is great for sharing with groups or one-on-one with kids, grades preK to third grade. I can see this being liked by upper elementary children who still have a love for fantasty, and perhaps again in art classes, grades 7-12--it is a beautiful piece of art.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBcSmwhVb0qFTL6p0I116-LDfmRqYTcQsl9NGtS_TmMfrP13Q-j29-xyVmrukuIpYhV0cWu1zA0Gbe-jJkVPEzWoZ-Nt0ZMZ5GjWLgcPieMdOF_b3K1d4YCiVF17TjXlOsiuXD7ZU0XEQK/s1600/IMG_3919.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBcSmwhVb0qFTL6p0I116-LDfmRqYTcQsl9NGtS_TmMfrP13Q-j29-xyVmrukuIpYhV0cWu1zA0Gbe-jJkVPEzWoZ-Nt0ZMZ5GjWLgcPieMdOF_b3K1d4YCiVF17TjXlOsiuXD7ZU0XEQK/s400/IMG_3919.JPG" width="400" /></a></div>
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<b>Focus on The Writing Process: </b></div>
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I like to use wordless texts to support writing and storytelling. One of the best tips I have for teachers who are trying to build writing into their classrooms is to SLOW IT DOWN and BREAK IT APART. Often we throw kids into writing without the pre-thinking that is required. Plus, we need to model the WRITING PROCESS and what real writing feels like. So here is one way to do this...<br />
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<b>Grade Levels: 1, 2, 3</b></div>
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<b>Materials Needed:</b></div>
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Chart paper<br />
Markers</div>
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<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1. "Read" the book by showing the pictures. Don't add a verbal narrative; let the pictures do the talking--remember, silence is golden.</span></span><br />
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><br /></span></span>
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2. Afterwards, ask the children to turn to a neighbor and "tell the narrative" in five sentences or less--</span></span>explain the narrative is the storyline and the major events.<br />
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><br /></span></span>
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3. Have kids share their points of interest in the story. Tell them this is what writers call, "brainstorming".</span></span><br />
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><br /></span></span>
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4. Now validate their ideas by "reading" the book again. As you read, stop to note what happens on each page. On the chart paper, write one to two sentences explaining what has happened. Have the children construct these sentences by calling on one child to dictate the sentence (or two). They needn't be perfect--you will edit them later. Tell the kids this is the "draft".</span></span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWjBGHeK0cAMT58MwzyF_zD_L6weC3zho5_BR57u3cZmsPRpsUIZGCAFTZvxLIlSpQUfp_O1IXODzoOY7xUqFDhuXTB1Pzzi4t98oWfKZcPy-t1r-AL6Xp1JTdTQnaQmN_oPa7ndXmgIra/s1600/IMG_3912.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWjBGHeK0cAMT58MwzyF_zD_L6weC3zho5_BR57u3cZmsPRpsUIZGCAFTZvxLIlSpQUfp_O1IXODzoOY7xUqFDhuXTB1Pzzi4t98oWfKZcPy-t1r-AL6Xp1JTdTQnaQmN_oPa7ndXmgIra/s400/IMG_3912.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A sample page of the "draft".</td></tr>
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<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><br /></span></span>
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><br /></span></span>
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5. After you have written a sentence for each page, have the children analyze the complete story. Ask them, "If we only wanted to keep the sentences that were essential to the narrative, which would we keep?" Then circle the five essential sentences. In many cases, you will decided to edit your list--for instance, you will probably take the pages with all the photos of the sea creatures and sum it up into one, cohesive sentence: "David saw pictures of animals, machines, aliens, and more in the photographs." Either way, tell them "This is editing."</span></span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiME_ZiY7ObuKCfN-uoouazlI0Je0KwAoLnWW4hAxUpONRvtUlbmjwTYboLRbPJXXKM_LqSSN9OYQ92w20WbdW3FJKx7dn2bVF-n_5JaWRtVf90OjKsrrOWsmF3EbHbXc_Ce_kBILzVkk3a/s1600/IMG_3913.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiME_ZiY7ObuKCfN-uoouazlI0Je0KwAoLnWW4hAxUpONRvtUlbmjwTYboLRbPJXXKM_LqSSN9OYQ92w20WbdW3FJKx7dn2bVF-n_5JaWRtVf90OjKsrrOWsmF3EbHbXc_Ce_kBILzVkk3a/s400/IMG_3913.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The first round of editing.</td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAjjfCrIEmpCpu3LOKQN8gHty0NVEEpRvudQQzk39RnciAfteP6p5dk4i6eevG0PfQyz5nmEQzQ2WkSndulGH8CkndIqIUfZhhBTjCE71dLdXD7-d1E900BgowTLaiXjT44MBCA9lSxxGp/s1600/IMG_3918.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAjjfCrIEmpCpu3LOKQN8gHty0NVEEpRvudQQzk39RnciAfteP6p5dk4i6eevG0PfQyz5nmEQzQ2WkSndulGH8CkndIqIUfZhhBTjCE71dLdXD7-d1E900BgowTLaiXjT44MBCA9lSxxGp/s400/IMG_3918.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Round two of editing, with circled essential sentence.</td></tr>
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<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">6. Next, tell the kids these points are essential to the story, without them we would be unable to understand the narrative. Illustrate this by reading through the book once more. Read their sentences for each of the "non-essential" sentences and skip over the pages that contain the five sentences that are "essential". (In some cases you will literally show three pages of the book.)</span></span><br />
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><br /></span></span>
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">7. Now tell the class everything circled is essential, but all of the additional sentences are supporting details that elaborate and enhance the work--basically, they make the story better. Ask the children to each identify their favorite detail on the list and share it with a partner. Tell them when a storyteller adds these details it is another form of "editing".</span></span><br />
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8. Talk to the kids about how what they did was the writing process: They identified the main story with a partner (brainstorming), wrote it out in sentences (drafting), fixed it when something needed to be clearer (editing), and selected details that would make the story more interesting to readers (further editing).<br />
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9. Now that they have gone through the process with the group, have them write out the full story of "FLOTSAM" on their own. Have each child use the five essential sentences in their stories--you may wish to even type these out and leave gaps in the work like the sample below. Between each sentence, the child must provide at least one sentence (or if doing this with older kids one paragraph) elaborating on the big idea.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib5FVv64ZfY9vrNCTAa9K3aNQifdiyWeafXhyphenhyphenOD8AmEzlsVWNVC0IXbADZRbBKkYPYrHN9V1kyS4uxqrfuOg0k2Q3K4_r5wjvnmHBww1IsEdVCAWLU4mONuBaf0LzmVs-_gKm41Nkkt_jW/s1600/FLOTSAM.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib5FVv64ZfY9vrNCTAa9K3aNQifdiyWeafXhyphenhyphenOD8AmEzlsVWNVC0IXbADZRbBKkYPYrHN9V1kyS4uxqrfuOg0k2Q3K4_r5wjvnmHBww1IsEdVCAWLU4mONuBaf0LzmVs-_gKm41Nkkt_jW/s400/FLOTSAM.jpg" width="308" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The ideas the kids share are typed out.<br />
They fill in the details in between sentences.</td></tr>
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<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><br /></span></span>
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><br /></span></span>
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;"> </span></span></span><br />
<b>Discussions/Writing Prompts:</b></div>
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<b></b><br />
<b></b><span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhibdm6H1kIUKrABjrTnQrwns5ygRRH0P9Rktih9RbCE2IeP8QuKFyyNFi71HZfNDyeym_eO94jo-bGG1FXqfPbNRT28R0inJnY1TEtQjoWYYnQh79IBz2TAHOmlfhvFiykgHZQkCqYOeDL/s1600/FullSizeRender+%25284%2529.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhibdm6H1kIUKrABjrTnQrwns5ygRRH0P9Rktih9RbCE2IeP8QuKFyyNFi71HZfNDyeym_eO94jo-bGG1FXqfPbNRT28R0inJnY1TEtQjoWYYnQh79IBz2TAHOmlfhvFiykgHZQkCqYOeDL/s320/FullSizeRender+%25284%2529.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">One of many "photos" from the book.</td></tr>
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<b></b><br />
1. If you could be there when one of the photos was taken, which photo would you pick? Why?<br />
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2. Do you think David (the boy) can convince others of his experience? Why or why not?<br />
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3. What elements of this book let you know it is a fantasy?<br />
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4. What happens after the last page? To the boy? To the girl?<br />
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5. Look at the title page of the book. Most of them are not featured in the actual story. Why would the illustrator include them?<br />
<i><br /></i>I hope you enjoy "FLOTSAM"... And remember to keep your eyes open the next time you are walking along the beach!<br />
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Happy learning! </div>
Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-54431501067294005592015-07-30T10:59:00.001-07:002015-07-30T11:04:03.477-07:00"Persepolis: The Story of a Childhood" by Marjane Satrapi<div class="separator" style="clear: both; text-align: center;">
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVHSmyTG0SaSU-TIRpq3yJV7JUsvKjM_hZDjUni7UKTmf81zXHOhYjJrsyMXZIFHpGyMA63FeS0I73ccMG3KyJbNO4kdkcHiS29RrnDE39tZRfob-agx5Dnokl6nYaMSqF78XReUJX_J_0/s1600/IMG_3896.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVHSmyTG0SaSU-TIRpq3yJV7JUsvKjM_hZDjUni7UKTmf81zXHOhYjJrsyMXZIFHpGyMA63FeS0I73ccMG3KyJbNO4kdkcHiS29RrnDE39tZRfob-agx5Dnokl6nYaMSqF78XReUJX_J_0/s400/IMG_3896.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Me in my Hogwarts shirt with Ms. Satrapi's book.</td></tr>
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<b>THE BOOK:</b><br />
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"Persepolis: The Story of a Childhood", by the amazingly talented <a href="https://en.wikipedia.org/wiki/Marjane_Satrapi" target="_blank">Marjane Satrapi</a>, chronicles Strapi's middle childhood as an Iranian girl growing up in the 70s and 80s. Her personal tales of her family's involvement in the revolution (her grandpa was prime minister), and her reflections on growing up under the Shah and the Ayatollah. This memoir has everything to do with our young people as it deals with a loss of innocence, religion, family, youthful rebellion, and revolution. It is nothing short of fantastic.</div>
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<b>USE THE BOOK:</b></div>
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This book is one of the most compelling graphic memoirs, and is in my top ten books to use with high school students. Because of the language and content, this book is only for high school students on up. With that said, it is a fabulous book with many
applications. Here is just one of them:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTnrmPCEIZQCsaHlG-4LtRaleo3ztkJRRmN8gAH0auYI2p4yR9toy5UiuH_3ECZzdZza2WLiScYAIY93qjs5JYXAkogsxZA80fmaAnqgxh-YAxeCJHTcIgeE6ocmXQJxIkJ_cs99LRWBUG/s1600/IMG_3900+%25281%2529.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTnrmPCEIZQCsaHlG-4LtRaleo3ztkJRRmN8gAH0auYI2p4yR9toy5UiuH_3ECZzdZza2WLiScYAIY93qjs5JYXAkogsxZA80fmaAnqgxh-YAxeCJHTcIgeE6ocmXQJxIkJ_cs99LRWBUG/s400/IMG_3900+%25281%2529.JPG" width="400" /></a></div>
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<b>Graphic Memoir with </b><b>Historic Spin</b><b>-</b></div>
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We are all surrounded by the makings of history. Often we
observe it from afar, but at times the stuff that will be written down in
history books will seep into our lives. This lesson asks students to think about a historic situation they lived through that had a personal impact on their lives. Here is the lesson:</div>
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<b>Grade Levels: 9, 10, 11, 12</b></div>
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<b>Materials Needed:</b></div>
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Computer for research</div>
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3" x 5" index cards (5 per student)</div>
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Drawing paper</div>
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Markers, pens, and pencils</div>
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<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->After reading Persepolis, talk about how Satrapi
was able to weave in the story of a nation and the story of her life. Have students find evidence for both interwoven storylines.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Now share the prompt for this creative assignment with the class:</div>
<div class="MsoNormal" style="margin-left: .5in;">
Construct a 3-page graphic
novel-styled memoir about you and an historic event that had a significant impact
on you. Each student may choose his/her own <span style="text-indent: -0.25in;">method for constructing their
art: draw it; get magazine or online collage pictures; or even recreate the
scenes with photography.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->At this point, we spend time doing a brief
overview of modern history, especially events that may have touched close to
home. I basically spend twenty minutes highlighting two or three main events from the past 15 years. Some events include: The invasion of Iraq, Hurricane Katrina, Obama is elected, the Great Recession, legalization of gay marriage, etc.</div>
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<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->I then have the kids answer the
questions below. This may be assigned as homework:</div>
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<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->What significant events have happened during my
lifetime in world events? List at least three.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Now circle the event you plan on writing about.
That event took place in the year _______________.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->During that time I was _________ years old.</div>
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<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->I lived here: ________________________________.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->My favorite food was _____________________.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">f.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->My favorite activity/game was __________.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">g.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->I liked this type of music _________________.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->The questionnaire is VERY important, as kids
will get a chance to think back to that time. All students need this data to
make a well-rounded memoir. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
6. I then have the students copy their questionnaire data onto a 3” x
5” index card as<span style="mso-spacerun: yes;"> </span>a system for
recording and storing data. <a href="https://writingcenterunderground.wordpress.com/2014/07/16/using-notecards-to-simplify-research/" target="_blank">I use this system detailed by another blogger.</a></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->After they have copied their data, have them now research their "historic event" on the Internet. For instance, if I was to construct a graphic memoir on 9/11, <a href="http://www.nytimes.com/packages/html/nyregion/9-11imagemap.html" target="_blank">one of my sources would be this lin</a>k. All students will need three
sources that describe that significant event. Significant facts should be
copied onto 3” x 5” index cards using the above mentioned system; each student should have one index card per
source.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">8.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->After collecting the data, the student will need
to interview one other person who was either with them during that time (a
parent, sibling, or teacher) or a person who also remembers that event, anyone
alive during that time—not necessarily someone who was “with” that student. (Remember,
some kids no longer live with their families from that time.) Significant facts
should be copied onto a 3 x 5” index card.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-U2ldKBPF0gNqGhRecsYTp4lxmiiOEp38hI8NN6-ilyaE7jSexMXc5vlIhgxne71MwTwQdNf7cpGjUJek8mNT5QvqPiE8NXUCrgVLv760_gUKNXDcWD0Q_rVoYISScs49LzHRz1ncfGKp/s1600/IMG_3899.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-U2ldKBPF0gNqGhRecsYTp4lxmiiOEp38hI8NN6-ilyaE7jSexMXc5vlIhgxne71MwTwQdNf7cpGjUJek8mNT5QvqPiE8NXUCrgVLv760_gUKNXDcWD0Q_rVoYISScs49LzHRz1ncfGKp/s200/IMG_3899.JPG" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A page on "smuggling" from the memoir.</td></tr>
</tbody></table>
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">9.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="mso-spacerun: yes;"> </span>The
student should have 5 index cards of data—1 with personal information, 3 with
information on the event, and 1 with an interview from a person who was alive
during that time. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">10.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->With
that data in hand, share <a href="https://www.google.com/search?q=comic+book+template&rlz=1C5CHFA_enUS614US614&es_sm=91&source=lnms&tbm=isch&sa=X&ved=0CAcQ_AUoAWoVChMI4cmX67aDxwIVg6CUCh1INArL&biw=1280&bih=598" target="_blank">a comic book template like these from Google Images</a>. Have the students
plan how they will organize their information into a minimum of 3 pages; they
need to include one bit of information from each source.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">11.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->I
have my students write out a mock up “storyboard” with words only. Use
Satrapi’s book to talk about the balance of text and pictures. Note the use of
strong vocabulary and specific details.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">12.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->We
then take a day in class to edit the words and flow of the story. I suggest
assigning the storyboard, starting it in class, and then having the students
finish it for homework. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">13.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->Collect
the drafts and review for story flow and ideas. <span style="mso-spacerun: yes;"> </span>Then have one-on-one meetings with each student or have kids
do peer editing to focus their drafts. Be sure to look for those five ideas
from the research. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">14.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->At
this point, the students need about one week to make the final draft—either in
class or at home. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">15.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->In
the mean time, have the students make a Works Cited page. I use <a href="https://owl.english.purdue.edu/owl/" target="_blank">OWL at Purdue</a>
to help teach this.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">16.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]-->After
the work is complete, have a reading day in class. Kids really love reading
other works. I ask them each to have a blank sheet of paper at the back of the
book where readers can give compliments to the author. </div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
17. I grade this project using the following scoring guide:</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
</div>
<ul>
<li>The draft/"storyboard" was turned in complete and on time _______/10 points</li>
<li>Research index cards completed and followed proper format ________/25 points (5 per card)</li>
<li>Works Cited page attached and in proper format _______/20 points</li>
<li>The graphic memoir follows a historic event with researched details _______/10 points</li>
<li>The graphic memoir includes personal details from the questionnaire _________/10 points</li>
<li>The graphic memoir uses strong, academic language ________/10 points</li>
<li>The graphic memoir is organized in a logical manner, is easy to follow, and shows good effort in art ______/15 points </li>
</ul>
<div class="MsoNormal" style="margin-left: .25in;">
Here is a sample page of my historic, graphic memoir
on 9/11</div>
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<div class="MsoNormal" style="margin-left: .25in;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7c_r8ulVAmHxhe_NTAqgLQ0d278ObyrhivVs3d0GleSyDIUUP95iOv1APtcvB0G1sBvucuamq3lpDbvpQOnSjedBp0U04D8GSGTLsnf74eAYXUirL5wHPIoOIcTfFdR1egYdRHxZPQz5Z/s1600/IMG_3895.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7c_r8ulVAmHxhe_NTAqgLQ0d278ObyrhivVs3d0GleSyDIUUP95iOv1APtcvB0G1sBvucuamq3lpDbvpQOnSjedBp0U04D8GSGTLsnf74eAYXUirL5wHPIoOIcTfFdR1egYdRHxZPQz5Z/s640/IMG_3895.JPG" width="480" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">My historic, graphic memoir. Feel free to print it and share!</td></tr>
</tbody></table>
<div class="MsoNormal" style="margin-left: .25in;">
<b>Discussions/Writing Prompts:</b><br />
<b></b><br />
<b></b><span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span><br />
<b></b><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoAda-Fng7bnw4pBN-pqk3kwHlO2dA3gcpWB1iW6INlpwG9wUrBL8Cm0-Dv2UnuCsdsPhAMUBeEuNT_wQGX9ypQl9qph5Zgdh8kMEpm519OHvQ7HAhIogvsST5qVHknlIwJV_pvVoaHpgn/s1600/IMG_3897.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoAda-Fng7bnw4pBN-pqk3kwHlO2dA3gcpWB1iW6INlpwG9wUrBL8Cm0-Dv2UnuCsdsPhAMUBeEuNT_wQGX9ypQl9qph5Zgdh8kMEpm519OHvQ7HAhIogvsST5qVHknlIwJV_pvVoaHpgn/s320/IMG_3897.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Two pages from the memoir.</td></tr>
</tbody></table>
<b></b>1. Was Marjane's life better under the Shah or the Ayatollah? (I stole this question from my friend <a href="http://www.vickiegill.com/" target="_blank">Vickie Gill.</a>)<br />
<br />
2. What would have changed if Marjane had not rejected her call to be a so-called prophet?<br />
<br />
3. How does Marjane's relationship change with her parents throughout the memoir?<br />
<br />
4. Do you believe Marjane's parents were right to send her away from Iran? Why or why not?<br />
<br />
5. How does this story relate to your experience of growing up? In what ways do you relate, and in what ways do you contrast?<br />
<i><br /></i>I hope you enjoy "Persepolis"... And I hope you do take the time to talk with kids about how the world around you relates to your lives!<br />
<br />
<br />
Happy learning!</div>
Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-18511770764070596822015-07-29T07:00:00.000-07:002015-07-29T07:18:41.764-07:00"Hi! Fly Guy" by Tedd Arnold<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8THvwVxJRuOnBqk3Z4pes6TCpv2JSU2cG0xhxDS7gNdd_g5tCepKclkQXXnM9oEBFckxK-xpwXQ7jV_-T7oAqGDkNijAxmhfY4cKKIL63KIqeW-o_jFaa9PGngA7GYFkMFZhutLicU6j-/s1600/IMG_3874.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8THvwVxJRuOnBqk3Z4pes6TCpv2JSU2cG0xhxDS7gNdd_g5tCepKclkQXXnM9oEBFckxK-xpwXQ7jV_-T7oAqGDkNijAxmhfY4cKKIL63KIqeW-o_jFaa9PGngA7GYFkMFZhutLicU6j-/s320/IMG_3874.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The "Fly Guy" book and Me</td></tr>
</tbody></table>
<b>THE BOOK:</b><br />
"Fly Guy" by <a href="http://www.teddarnoldbooks.com/" target="_blank">Tedd Arnold</a> is an award-winning hit with young children. To tell you the truth, I didn't like this book until I shared it with my son. My four-year-old son adores this book series, and so does his just-out-of first grade cousin.<br />
<br />
It is a simple book, set up in chapters--but don't be fooled, you can read this book in about three to five minutes. The story is about a boy who finds and keeps a pet fly who he names Fly Guy. The boy loves the fly because Fly Guy can say the boy's name, "Buzz". At first his parents and judges at the local pet show scoff at his choice for a pet, but in the end everyone agrees Fly Guy is not only a great pet, but the smartest pet at the showcase.<br />
<br />
<b>USE THE BOOK:</b><br />
<span style="color: red;">Kids in preschool all the way up to second grade would enjoy this book.</span> It will work as a simple, quick read aloud, and is a perfect book for sharing one-on-one with kids. The humor is silly, and in other books in the series even a little gross, but nothing inappropriate. Here is a fun extension activity to use with kids after reading the book...<br />
<b><br /></b><b>Animal Awards-</b><br />
<br />
<b></b><br />
This book deals with the unlikely talents of an unexpected pet, Mr. Fly Guy himself. The premise got me thinking about other animals who might do well in an "pet competition". This lesson would be perfect for kids ages 4-8.<br />
<div>
<br /></div>
<span style="color: red;"><br /></span>
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg5MOEi9DSaQsPkIzE0oAnR0a_-09Pe0L8yPf5nXPfhpRZ5_4YlU59-A8HKr8DGk35qgVkAzzSMPzNyr35G_OJR3anTQQOnNSw6MYBLmnNh9_LKqHuQ_mRj_WJZeOxu29XgY6oKaoNbKB5/s1600/IMG_3879.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg5MOEi9DSaQsPkIzE0oAnR0a_-09Pe0L8yPf5nXPfhpRZ5_4YlU59-A8HKr8DGk35qgVkAzzSMPzNyr35G_OJR3anTQQOnNSw6MYBLmnNh9_LKqHuQ_mRj_WJZeOxu29XgY6oKaoNbKB5/s400/IMG_3879.JPG" width="400" /></a></div>
<br />
<b></b><br />
<br />
<b>Grade Level- PreK, K, 1, 2</b><br />
<br />
<b></b><b>Materials Needed-</b><br />
<b></b><br />
<ul>
<li>Printed awards</li>
<li>Printed picture of animals or Drawing paper</li>
<li>Markers/Crayons/Colored Pencils</li>
<li>Scissors</li>
<li>Glue stick</li>
<li>Glitter (optional--I hate glitter so I rarely use it)</li>
</ul>
<b><br /></b><b><br /></b><b>Process-</b><br />
<br />
1. After reading the book, tell the class you are going to host an imaginary "Pet Show Competition". You may even want to print out this banner to hang up:<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghw7eiThmaYNgJUag_PULkEwP_72KoCsW_qclnkmZaJ6X4HJvnseaZjXpA-4ud9FguW_Q86SgNeqOR_dNRbcUiVXpredmnmNUh266fXGkI4hKbOM8YoJ_ocVzBPt9aVDFHcASCdMxm7LTE/s1600/banner+pet+show.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghw7eiThmaYNgJUag_PULkEwP_72KoCsW_qclnkmZaJ6X4HJvnseaZjXpA-4ud9FguW_Q86SgNeqOR_dNRbcUiVXpredmnmNUh266fXGkI4hKbOM8YoJ_ocVzBPt9aVDFHcASCdMxm7LTE/s400/banner+pet+show.jpg" width="400" /></a></div>
<br />
<br />
2. Have each child think of an animal they believe is one of the best in the world. You may want them to look through a database online, or you can get them some copies of animal books.<br />
<br />
3. Now have the children draw a picture of their animal. If you are low on time, you can print out these drawings I made:<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxdYIv6DwmKjJX_50fknWOS3x16qLuLBnEs4r1UHvUVqTgHnu-28mw1WiE5Eex8gvTLwuaEaITQQQtsBD0uSC_mRkPXyXo54opoZw3PtsCF_qJriR_RqRDy495V0zrJTNa-Tz-uEN3bpvO/s1600/1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxdYIv6DwmKjJX_50fknWOS3x16qLuLBnEs4r1UHvUVqTgHnu-28mw1WiE5Eex8gvTLwuaEaITQQQtsBD0uSC_mRkPXyXo54opoZw3PtsCF_qJriR_RqRDy495V0zrJTNa-Tz-uEN3bpvO/s320/1.jpg" width="260" /></a></div>
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3. Once each child has selected and drawn an animal, give them a copy of one of these awards:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmKK6vwx_oBJVEDRQXVI7802KxHi1otFFvhiFey0Yz1pY2abmysnGBo7LdGXnCvpWH_xIt22k39m0o7SzrE0k71QJN429Jlos2TkkGE-Ib9nsedLuhxaD_BsnFfmKF1wC97TMiYIe3ukh2/s1600/IMG_3877.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmKK6vwx_oBJVEDRQXVI7802KxHi1otFFvhiFey0Yz1pY2abmysnGBo7LdGXnCvpWH_xIt22k39m0o7SzrE0k71QJN429Jlos2TkkGE-Ib9nsedLuhxaD_BsnFfmKF1wC97TMiYIe3ukh2/s320/IMG_3877.JPG" width="240" /></a></div>
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4. Now have the children create award titles that their animals would win. For instance: a lion might win "Most Ferocious Animal" and a turtle might win the award for "Best Traveling Home".<br />
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5. After the children have made the awards, encourage them to color or even add glitter to make it unique.<br />
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6. Next have the children write a paragraph describing why that animal wins the award.<br />
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7. After all of the work is done, have a big ceremony where each child reads his/her writing aloud and pins the award next to their drawing. It is a lot of fun and validates their work when kids get to read it aloud to the class.<br />
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This would be a fun open house display for preschool or kindergarten, and, with added study of the animals, I could see it working in first and second grade.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5q7fPWF7SNpmtL6IKBlh7YATvxG0M34nz0a8wC8Obzielcetxxs8VtVNGTtnpjuOfUPF794TYF3AtRgs_yXFGMsrYANUHvybW14m0i4JoppbnpWOWCqQRItV-Z3RTTl-xiyCFUYyhhhqg/s1600/FullSizeRender+%25283%2529.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5q7fPWF7SNpmtL6IKBlh7YATvxG0M34nz0a8wC8Obzielcetxxs8VtVNGTtnpjuOfUPF794TYF3AtRgs_yXFGMsrYANUHvybW14m0i4JoppbnpWOWCqQRItV-Z3RTTl-xiyCFUYyhhhqg/s320/FullSizeRender+%25283%2529.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Fly Guy and his owner, "Buzz".</td></tr>
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<b>Discussions/Writing Prompts:</b><br />
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<b></b><span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span><br />
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<b></b>1. Fly Guy communicates to Buzz in this book. In what other ways to do other animals communicate to people? (e.g. dogs bark when they want out, cats scratch doors to get in, chimps use sign language, pigeons play ping pong... Seriously, click this link.)<br />
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2. What qualities make a good pet?<br />
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3. If you were to keep a fly, where would you keep it?<br />
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4. Why did the adults think Fly Guy wasn't a good pet?<br />
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5. Have you ever had a pet? If so, what did you do with your pet? If not, what kind of pet would you like to have?<br />
<i><br /></i>I hope you enjoy "Hi! Fly Guy!"... And I hope you and your kids have a great awards ceremony for all the pets!<br />
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Happy learning!</div>
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Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-36745232353045148412015-07-28T06:35:00.000-07:002015-08-01T07:20:51.354-07:00"Knuffle Bunny" by Mo Willems<div class="separator" style="clear: both; text-align: left;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiTajIlhJMv0Iia32N7gFMDIdCX7No9CIUiIQ7aAPTxP5eOyj3_u3imP4ZZ_3yHr0CculhB0ouwBDZkffZ-XD3Kmjb6hit8F6r8VdyAUsm72gJPoKRb8LLqmG6KNsMj4jeYvp-VvGaPGmr/s1600/IMG_3860.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiTajIlhJMv0Iia32N7gFMDIdCX7No9CIUiIQ7aAPTxP5eOyj3_u3imP4ZZ_3yHr0CculhB0ouwBDZkffZ-XD3Kmjb6hit8F6r8VdyAUsm72gJPoKRb8LLqmG6KNsMj4jeYvp-VvGaPGmr/s320/IMG_3860.JPG" width="240" /></a></div>
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(To Readers: I had a beautiful blog that took me a long while to write, then I clicked the wrong button and POOF! It was gone. So here is an abbreviated version so I don't get behind in my regular blogging.)</div>
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<b style="text-align: center;">THE BOOK: </b></div>
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<span style="text-align: center;">Knuffle Buny by Mo Willems is a delight for kids ages 3-8. Most kids can relate to Trixie and her dilemma when she loses Knuffle Bunny. The award-winning art and story will bring the family together with giggles and good memories.</span></div>
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<span style="text-align: center;"><b>USE THE BOOK: </b></span></div>
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<span style="text-align: center;">As I said, this is a great one for ages 3-8, or grades preK-2. There are a million uses for this book, but my favorite is in the realm of art...</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv-gPyv7ZbkN413dT6mDf12MqmF_BYnjCdC3JDtkrmklO-FOXdVz8KE1gTyu6ZVRTfM9Uc9lc-135Hfdl8RcCZ3aYsYmzSDU6K2ew1ZhrlPSbtyHD9nDtuJvLcEIRQ2mcSZfYaMJiwVhrV/s1600/knuff.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv-gPyv7ZbkN413dT6mDf12MqmF_BYnjCdC3JDtkrmklO-FOXdVz8KE1gTyu6ZVRTfM9Uc9lc-135Hfdl8RcCZ3aYsYmzSDU6K2ew1ZhrlPSbtyHD9nDtuJvLcEIRQ2mcSZfYaMJiwVhrV/s320/knuff.JPG" width="320" /></a></div>
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<b>Grade Levels-</b> preK, K, 1, 2, 3</div>
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<b>Materials-</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu1X090QQ_jUHzZ6QiOiuoiaX8Cn8gKDLgIBfeW_2OXOcG3SG1unwnr9UQhbBHxQT-P2Kmh6-uYN7JnTe-pVZTT3oEVLFHQkr5r74Ax22LxJK3BVntTQqp6FGFRXZCTWDQ2BcadZHR0eVD/s1600/FullSizeRender+%25282%2529.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu1X090QQ_jUHzZ6QiOiuoiaX8Cn8gKDLgIBfeW_2OXOcG3SG1unwnr9UQhbBHxQT-P2Kmh6-uYN7JnTe-pVZTT3oEVLFHQkr5r74Ax22LxJK3BVntTQqp6FGFRXZCTWDQ2BcadZHR0eVD/s320/FullSizeRender+%25282%2529.jpg" width="320" /></a></div>
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<ul>
<li>Digital Camera or access to GoogleImages</li>
<li>Printer</li>
<li>Pencil</li>
<li>Markers</li>
<li>Scissors</li>
<li>Glue stick</li>
<li>Construction Paper</li>
<li>Ruler</li>
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1. Show off the book.</div>
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2. Ask kids how Mo Willems made the art.</div>
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3. Now read kids the description contained on the copyright page.</div>
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4. Tell kids they will make Mo Willems-styled art.</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhR5-aPxYeiyHjcqLNeucYHQZv4k3DOI1b1CzCabf8S4Usswtbs7EzRWa8H0u3-M_ZgM4UEjH1xHIgfbHtCUbMtdbRqftQ_gu3sH0_hlRL_gDxYm7tAGI66PGB-q2dP9svTRqHcviP_aJF4/s1600/FullSizeRender.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhR5-aPxYeiyHjcqLNeucYHQZv4k3DOI1b1CzCabf8S4Usswtbs7EzRWa8H0u3-M_ZgM4UEjH1xHIgfbHtCUbMtdbRqftQ_gu3sH0_hlRL_gDxYm7tAGI66PGB-q2dP9svTRqHcviP_aJF4/s320/FullSizeRender.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">My postage-stamp-sized backyard.</td></tr>
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5. Give each child a chance to take a digital photo--maybe on the playground, at the beach, by the street... wherever. If you don't have a camera, use GoogleImages and search for a scene.</div>
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6. When you print the photo, select the printer properties and select grayscale (not black and white).</div>
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7. Mat the photo on colored construction paper. </div>
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8. Now that you have the photo, give the child a ruler to measure how tall drawn items will be.</div>
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9. On a separate piece of paper, have children measure out how big their drawings should be. I have kids cut the paper to that size. (The are turns out better when you do this.)</div>
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10. Once the paper square is cut out, they can draw their image in pencil and color in marker.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCvKkGzD4MIrmHh8Z_-Z9MMG8dBwvghz-_cVQC4KrDJ2PFnMSILlWjInB3Gs7-OP_4ZVI22jvPvBiqyMDJAPedZ01t4f0MeyHndq_uk6L_V_HQ0fejzm37SaKVAMWnFK4wLylHFl3hdzZ7/s1600/IMG_3864.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCvKkGzD4MIrmHh8Z_-Z9MMG8dBwvghz-_cVQC4KrDJ2PFnMSILlWjInB3Gs7-OP_4ZVI22jvPvBiqyMDJAPedZ01t4f0MeyHndq_uk6L_V_HQ0fejzm37SaKVAMWnFK4wLylHFl3hdzZ7/s320/IMG_3864.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Before they are glued down.</td></tr>
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11. Now have the kids cut out their actual drawing.</div>
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12. Glue the drawings to the photo. Notice how Mo Willems uses the mat to create even more depth--encourage children to have characters of objects slightly off of the photo as in the example below.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKdUFaX6FxOERl-VpY4saBGNJErI-epuyz_VqJQWHfPu-NW8H333eWw9g0nRayIIFcT-zgpBm7Qlg8PNswuAJKmcSq8rxhYk2nY78M-jnJc7xHhNHTJyxvX_CE_-LEeu7jRGHXBD7rjlcK/s1600/FullSizeRender+%25281%2529.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKdUFaX6FxOERl-VpY4saBGNJErI-epuyz_VqJQWHfPu-NW8H333eWw9g0nRayIIFcT-zgpBm7Qlg8PNswuAJKmcSq8rxhYk2nY78M-jnJc7xHhNHTJyxvX_CE_-LEeu7jRGHXBD7rjlcK/s400/FullSizeRender+%25281%2529.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A finished product.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGSZwAAAAQrGprhhDjnRBhcQy56Edq36eqk7k3ypTfW9BO7NWpWNxkPYI1mM-lt901FCuJnivykTvssNrq6iGrQGO7w0f4HK_xPDIGLkBZGym7L6Y8xk051OFbyGx6JB-yBQQ1u9Fu3QJz/s1600/IMG_3861.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGSZwAAAAQrGprhhDjnRBhcQy56Edq36eqk7k3ypTfW9BO7NWpWNxkPYI1mM-lt901FCuJnivykTvssNrq6iGrQGO7w0f4HK_xPDIGLkBZGym7L6Y8xk051OFbyGx6JB-yBQQ1u9Fu3QJz/s320/IMG_3861.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A sample page from the actual book.</td></tr>
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<br />Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-79419169758459487642015-07-27T07:00:00.000-07:002015-07-27T07:11:53.437-07:00"The Poem That Will Not End" by Joan Bransfield Graham illustrated by Kyrsten Brooker<b><br /></b>
<b>THE BOOK:</b><br />
<a href="http://www.joangraham.com/" target="_blank">Joan Bransfield Graham</a> has created a gem of a book--a perfect book for ANY classroom! The main character, Ryan O'Brian, creates poetry everywhere he goes. He just can't stop; he writes a couplet with his french fries and scribbles a sonnet on the staircase. It seems he can't stop, until the climax when his teacher assigns him to write a poem about spring... Go figure, he draws a blank.<br />
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The book is a solid narrative with an added one of Ryan's poem scribbled across every page--it is set up similar to many science picture books where you can read the narrative or stop and read the additional facts.<br />
<br />
Along with <a href="http://us.macmillan.com/author/kyrstenbrooker" target="_blank">Kyrsten Brooker</a>'s fun illustration, this book can reach from Kindergarten all the way up to sixth grade (maybe even high school). Well crafted, and oozing with potential to use in the classroom, this is a must-have for any teacher of poetry.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRXzf8PvB0NCrmw2A2PjAKN4OVNM0ZpQ_gBtv8qOSXIFJHXLYgHQ38ju-FIYypGcAt2nu2qp40zkKavyu0bZ_HcG5_B3bRKXYDLTG75s6xELsa7lqkoUg4z0RmPBR_aYzEkWC_NIkby5Lf/s1600/the+poem+that+will+not.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRXzf8PvB0NCrmw2A2PjAKN4OVNM0ZpQ_gBtv8qOSXIFJHXLYgHQ38ju-FIYypGcAt2nu2qp40zkKavyu0bZ_HcG5_B3bRKXYDLTG75s6xELsa7lqkoUg4z0RmPBR_aYzEkWC_NIkby5Lf/s400/the+poem+that+will+not.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Poem That Landed On Top of My Head</td></tr>
</tbody></table>
<b><br class="Apple-interchange-newline" /></b>
<b>USE THE BOOK:</b><br />
<span style="color: red;">Like I said, this can be used with almost any age group. </span>I think the interest level comes in around second to fourth grade, but older kids may get a few chuckles from it. Here are a few ideas to steal for your lessons...<br />
<b><br /></b>
<b>1. Stop Freaking Out About Uniformity and Give the Kids Some Space to Be Creative:</b><br />
<br />
This book has a good lesson for us teachers. Did you catch it? I love that the teacher's direction to write a poem on a particular topic stifles Ryan's creativity; it is true to life and hysterical. So rather than assigning a particular topic or style to a child, just<span style="color: red;"> spend time enjoying and exposing them to the different forms of poetry</span>. Avoid what the great Billy Collins says happens to to poetry in schools:<br />
<div class="tab-content active" id="poem-top" style="background-color: white; font-family: Arial; font-size: 12px;">
<h1 style="font-family: Georgia; font-size: 24px; font-stretch: normal; font-weight: normal; margin: 10px 0px 3px; padding: 0px; text-align: center;">
Introduction to Poetry</h1>
</div>
<div style="text-align: center;">
<span class="author" style="background-color: white; color: #4d493f; display: inline-block; font-family: Arial; font-size: 12px; letter-spacing: 0.05em; text-transform: uppercase;">BY <a href="http://www.poetryfoundation.org/bio/billy-collins" style="color: #043d6e; outline: none; text-decoration: none;">BILLY COLLINS</a> courtesy of <a href="http://www.poetryfoundation.org/poem/176056" target="_blank">The POETRY FOUNDATION</a></span><span style="background-color: white; font-family: Arial; font-size: 12px;"></span></div>
<div class="tab-content active" id="poem" style="background-color: white;">
<div class="poem" style="font-stretch: normal; margin: 25px 0px 0px;">
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
I ask them to take a poem </div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
and hold it up to the light </div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
like a color slide</div>
<div style="text-align: center;">
<span style="color: #505050; font-family: Georgia; line-height: 24px;"><br /></span></div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
or press an ear against its hive.</div>
<div style="text-align: center;">
<br /></div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
I say drop a mouse into a poem </div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
and watch him probe his way out,</div>
<div style="text-align: center;">
<br /></div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
or walk inside the poem’s room </div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
and feel the walls for a light switch.</div>
<div style="text-align: center;">
<br /></div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
I want them to waterski </div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
across the surface of a poem</div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
waving at the author’s name on the shore.</div>
<div style="text-align: center;">
<br /></div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
But all they want to do</div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
is tie the poem to a chair with rope </div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
and torture a confession out of it.</div>
<div style="text-align: center;">
<br /></div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
They begin beating it with a hose </div>
<div style="color: #505050; font-family: Georgia; font-size: 16px; line-height: 24px; padding-left: 1em; text-align: center; text-indent: -1em;">
to find out what it really means.</div>
</div>
</div>
<div style="text-align: center;">
<br /></div>
Let them see there are endless options, and then <span style="color: red;">give them something to write on and with </span>(French Fries work, but markers, pens, and pencils are slightly better). And then let them do it. Let them take moments to stop and write ideas during class. Sure, make it an assignment. But don't squish it into one day or week. Give them a month <i>to start </i>a poem. Some may take a year to get something they actually like, but give them time... And <span style="color: red;">stop squelching their creativity with these uniform poems</span>! (OK... in a week or two I will tell you to squelch their creativity with some ideas for poetry, but for now, <a href="https://www.youtube.com/watch?v=_26FOHoaC78" target="_blank">let's all be free to be you and me.</a>) Seriously, click that link.<br />
<br />
<b>2. Poetic Forms Detective Work:</b><br />
<br />
This book contains a potpourri of poetic forms. I have it on my shelf to use this January when I teach my high schoolers about poetic forms. This would be a good one to <span style="color: red;">use in centers or rotations</span>, and it can be used with grades 3-12. (Yes, I do centers in high school... the students enjoy them and there is a ton of learning that can happen during this time.)<br />
<br />
<span style="color: red;">Make a copy of the last double-page spread </span>AKA "Ryan O'Brian's Guide to Poetic Forms". Then, cut out each poetic form listed in "Ryan's" guide. (Some of you who reuse items year-after-year may want to post them on index cards to keep them sturdy.) On each form, cut out or white out the part that lists the example title and page number. Be sure to do this as it is the part that makes this more than just a numbers matching game!<br />
<br />
Next, have the book, a piece of blank paper, and writing tool on a table with the cut up guide/index cards. <span style="color: red;">Have the student(s) look through the book to find the poems that match the description</span> from the guide. For instance, on the card it would read: "COUPLET: Two lines that usually rhyme." The students would then read through the book and discover on page 10, "Couplet for French Fries" is the match in the book. The student(s) would then write down the definition of couplet, then cite the example. You may want them to write the full couplet, or just cite the page number. (I prefer the full example--this way the paper becomes a superior study guide and reference sheet.)<br />
<br />
The "Couplet for French Fries", clearly, would be one of the easier examples; however, the forms cinquain, triolet, limerick, and tanka have a little more detective work to do.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinyf86yfF_fJhm3KImBodzG9vtarPlZ-YXyxFmo1Yj4bEQz4z60Fi8nhd2lwNaefu7ahF8FanSldan5YCIT-QNOnezLpk6nwwYHq96ODLG1jVQh_Ia-EO3ySZtG-i_HBR8LAQOOYdOtryT/s1600/inside+the+poem.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinyf86yfF_fJhm3KImBodzG9vtarPlZ-YXyxFmo1Yj4bEQz4z60Fi8nhd2lwNaefu7ahF8FanSldan5YCIT-QNOnezLpk6nwwYHq96ODLG1jVQh_Ia-EO3ySZtG-i_HBR8LAQOOYdOtryT/s400/inside+the+poem.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Ryan shows off by making a french fry couplet.</td></tr>
</tbody></table>
<b>3. Creative Writing Brainstorming with Parts of Speech:</b><br />
<br />
As I finished this book, I thought it would be cool to see a series of books like this on the different forms of writing. I suppose it would be a little boring reading "The Research Paper That Will Not End"... So then I realized, it would probably be best to do a sequel using parts of speech.<br />
<br />
<span style="color: red;">Have kids form groups based on the different parts of speech</span>--I suggest you go with the four teams: Nouns, Verbs, Adjectives, and Adverbs. Give them the narrative that Ryan O'Brian has a new dilemma, he can't stop noticing all of the nouns, verbs, adjectives, and adverbs around him. Because of this, Ryan goes around and observes, names, and writes out the different things he sees.<br />
<br />
Have kids think about places they think Ryan might go--the bowling alley, to a best friend's house, the beach, Disneyland... you name it. Once the group picks a location, and every group should have a different place, <span style="color: red;">give them the table below</span> and ask them to write their location in the blank at the top.<br />
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<br /></div>
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Ryan goes to ________________________</div>
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<br /></div>
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Nouns</div>
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Verbs</div>
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Adverbs</div>
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Adjectives</div>
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<br /></div>
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<br /></div>
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<br /></div>
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<br /></div>
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<br /></div>
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<br /></div>
<!--EndFragment-->Next, tell them TO ONLY FOCUS ON THEIR PART OF SPEECH and <span style="color: red;">give them five minutes to come up with as many place-specific parts of speech as possible</span>. For instance if they are in the Verb group and they select baseball it may read something like this:<br />
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<br /></div>
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Ryan goes to the Baseball Field</div>
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Nouns</div>
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Verbs</div>
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Adverbs</div>
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Adjectives</div>
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<br /></div>
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Run</div>
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Walk</div>
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Hit</div>
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Steal</div>
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Slide</div>
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<br /></div>
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<br /></div>
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<br /></div>
<br />
After five minutes, that<span style="color: red;"> team passes their paper to the left and the next team has to come up with words that fit their column on this NEW topic. </span>For instance, if the Adverbs group is beside the Verbs group, the Adverbs take the baseball paper and for five minutes they add to the list until it looks like this:<br />
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<br /></div>
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Ryan goes to the Baseball Field</div>
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Nouns</div>
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Verbs</div>
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Adverbs</div>
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Adjectives</div>
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<br /></div>
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Run</div>
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Walk</div>
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Hit</div>
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Steal</div>
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Slide</div>
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<br /></div>
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Quickly</div>
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Loudly</div>
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Boastfully</div>
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Tensely</div>
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Bravely </div>
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<br /></div>
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<div style="text-align: center;">
<br /></div>
During this time the Verb group gets a new paper, say on the Barber Shop, and they work on theirs. This continues on until all groups have worked on all pages until every group has worked on place-specific parts of speech for all four tables.<br />
<br />
The baseball paper might look something like this:<br />
<br />
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Ryan goes to the Baseball Field</div>
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Nouns</div>
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Verbs</div>
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Adverbs</div>
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Adjectives</div>
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<tr>
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Baseball</div>
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Bat</div>
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Helmet</div>
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Pitcher’s mound</div>
<div class="MsoNormal">
Umpire </div>
<div class="MsoNormal">
<br /></div>
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Run</div>
<div class="MsoNormal">
Walk</div>
<div class="MsoNormal">
Hit</div>
<div class="MsoNormal">
Steal</div>
<div class="MsoNormal">
Slide</div>
<div class="MsoNormal">
<br /></div>
</td>
<td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: none; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 110.7pt;" valign="top" width="111"><div class="MsoNormal">
Quickly</div>
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Loudly</div>
<div class="MsoNormal">
Boastfully</div>
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Tensely</div>
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Bravely </div>
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<td style="border-bottom: 1.0pt; border-bottom: solid black; border-left: none; border-right: 1.0pt; border-right: solid black; border-top: none; mso-border-alt: .5pt; mso-border-alt: solid black; mso-border-bottom-themecolor: text1; mso-border-left-alt: .5pt; mso-border-left-alt: solid black; mso-border-left-themecolor: text1; mso-border-right-themecolor: text1; mso-border-themecolor: text1; mso-border-top-alt: .5pt; mso-border-top-alt: solid black; mso-border-top-themecolor: text1; padding: 0in 5.4pt 0in 5.4pt; width: 110.7pt;" valign="top" width="111"><div class="MsoNormal">
Fast</div>
<div class="MsoNormal">
Angry</div>
<div class="MsoNormal">
Funny</div>
<div class="MsoNormal">
Sluggish</div>
<div class="MsoNormal">
Amazing</div>
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<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
NOTICE- THE WORDS DO NOT NEED TO MATCH EACH OTHER; the part of speech is hard enough for many kids. In the end, however, the kids will have had a chance to work on four location, focusing on their one part of speech. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Your job during all of this is to <span style="color: red;">supervise their word choices</span> to ensure all parts of speech are properly placed, and push them to pick the very best terms. If they keep repeating terms, then they haven't done their job. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
I would then suggest you <span style="color: red;">make copies of their pages, and then have kids write narratives</span> with these word banks that have been created so they can figure out what Ryan O'Brian does next.<br />
<br />
<b>5. Discussions/Writing Prompts:</b><br />
<b><br /></b><span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span><br />
<b><br /></b>1. Why do you think Ryan was infected with poetry? (Or should I say "blessed" with poetry?)<br />
2. Where was the best place Ryan put his poetry? Why?<br />
3. Should poetry be written on walls and tabletops? Why or why not?<br />
4. What do you think will happen if he gets the poetry bug again?<br />
5. Have you even been consumed by something that you can't stop thinking, writing, or talking about it? What is it? Why do you like it so much?<br />
<i><br /></i>
I hope you enjoy this delightful book narrative with poems included "The Poem That Will Not End"... And I hope you and your classes dive into poetry this year!<br />
<br />
<br />
Happy learning!</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<br /></div>
Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-78961433137452209012015-07-26T07:00:00.000-07:002015-07-26T07:00:02.838-07:00"If You Give a Mouse A Cookie" by Laura Joffe Numeroff illustrated by Felicia Bond<b>THE BOOK:</b><br />
<a href="http://www.harpercollins.com/cr-100245/felicia-bond" target="_blank">Felicia Bond </a>is one of my favorite children's illustrators, and<a href="https://lauranumeroff.com/" target="_blank"> Laura Joffe Numeroff </a>was nothing short than delightful when she wrote this now classic children's book. The story follows a boy as he invites a mouse to eat a cookie, which leads to a glass of milk, which leads to... well, the whole book. The mouse eventually just wants another cookie and the so-called "circle story" to repeat (if you read it again; and heaven knows you will read it again since the target demographic is preschool up to second grade).<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5_djhoH0qs7ESlzWDB1y89qe8pS8bInO4DvSYvvJRmYfZjFfDLjEpcowKyX1-0NceHQG-1fFNKVS1Q_CQiRAUmkffXsQZNghoPf9k7GOOKmOYjDk-7hgbGr74srqkc5wIO-8uApcJFF67/s1600/mouse+a+cookie.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5_djhoH0qs7ESlzWDB1y89qe8pS8bInO4DvSYvvJRmYfZjFfDLjEpcowKyX1-0NceHQG-1fFNKVS1Q_CQiRAUmkffXsQZNghoPf9k7GOOKmOYjDk-7hgbGr74srqkc5wIO-8uApcJFF67/s400/mouse+a+cookie.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Me and the book... I like to imagine those are cookies over<br />
my head.</td></tr>
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<b><br /></b>
<b>USE THE BOOK:</b><br />
<br />
<span style="color: red;">I have used this book with four year olds, Kinders, first, and second grade</span>--in all cases it was a hit and kids learned something great. I will suggest, however, that you could stretch this book into further age groups. Read on for some ideas...<br />
<span style="color: red;"><br /></span><b>1. Preschool and Kindergarten Dramatic Play:</b><br />
<br />
One of the great teachers I have worked next door to had a kit I would borrow once a year to share with my three and four year olds--the four year olds like it much more. She assembled all of the items, most of which are common household items like Scotch tape, crayons, and a broom (she had a mini version of one), to tell the story of "If You Give a Mouse a Cookie". <span style="color: red;">What I didn't know when I borrowed the kit was how pre-literacy skills were built when using the items. </span><br />
<br />
For instance, you can set these items at an activity center for two kids. The kids can work together to "read the book" and to act it out. The child who reads the book can use the pictures to help her tell her friend what to get out (e.g. "Get the straw!" or "He needs a napkin to get rid of the crumbs!"). I love the way kids could interact with the book. Matching verbal commands with pictures is early literacy!<br />
<br />
For a more teacher-prepped version of this, make a list of all of the items Mouse will want. As the child goes down the list you can have a printed picture on the back of the text (like a flashcard). Encourage the child to look at the printed word and the picture. Clearly, this takes it to the next learning level in Kindergarten and even first grade.<br />
<br />
<b>2. First, Second, and Third Grade Creative Writing:</b><br />
<br />
I used this activity with first and second grade, and I am now kicking myself for not using it with third grade. As most of you know, Numeroff and Bond have created an entire series of "If You Give a _____ a _____" books. They are all delightful, but this one and "If You Give a Pig a Pancake" rank as my top two. One of the fun activities I use in my classroom is to <span style="color: red;">have students mimic the writing pattern and style.</span><br />
<br />
For instance, I could write:<br />
<br />
<i>If you give a camel a Cheeze-It (the best snack in the universe), he will want a Valencia Orange to wash it down. Once he tastes that Starbucks drink, he'll want to get a cake pop to go with it. Eating the cake pop will remind him of going to a birthday party, so he'll want to call his friends over. But once he picks up your iPhone, he'll remember he wanted to play Angry Birds. </i><br />
<br />
And so on. Clearly my example is taken directly from my ADHD brain and life; go figure. But the point is, kids like making connections and this is a great format for them to make those wild, <a href="http://axecop.com/" target="_blank">"Axe Cop" </a>kind of connections.<br />
<br />
The hardest part for the kids is finding the link back to the first part of the story. I often <span style="color: red;">have them pair-share to come up with solutions. </span>If they are really stuck I have then draw what the first item they offer to the animal is. That normally helps them see it, and from that they may come up with:<br />
<br />
<i>But when the camel sees the RedBox with the movies in it, he'll want a drink to go with his movie. And chances are he'll want another red box, a box of Cheeze-Its, to go with it.</i><br />
<br />
Or something like that. They write better versions. Go see for yourself!<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUPjFHO8A9-1Fy0R-KissnxHfHBOUGY2lvtbPduwLDGzGck72SxhoWuXjHmPtKMEVG3CAw1VoWvUNnLfYH8myqDkuK_g7zo1-l0O49WH0EZH1oetPx-5eh4nHhM62eumT2vZTdCLwnBS_3/s1600/mouse+inside.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUPjFHO8A9-1Fy0R-KissnxHfHBOUGY2lvtbPduwLDGzGck72SxhoWuXjHmPtKMEVG3CAw1VoWvUNnLfYH8myqDkuK_g7zo1-l0O49WH0EZH1oetPx-5eh4nHhM62eumT2vZTdCLwnBS_3/s400/mouse+inside.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The inside page that pays homage to mothers and fathers everywhere.</td></tr>
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<br />
<b>3. Upper Grade and Beyond Grammar Focus:</b><br />
<br />
I am not a huge grammar hound with kids, but the subject is important. I do end up teaching them quite a bit on the subject because it is empowering. <span style="color: red;">One of the reoccurring grammar topics covered by this book is <a href="http://www.chompchomp.com/terms/subordinateconjunction.htm" target="_blank">subordinating conjunctions</a> and</span> <span style="color: red;">dependent clauses</span>. Over and over again, the book uses phrases like "If you give a mouse a cookie, he's going to task for a glass of milk." and "When you give him the milk, he'll probably ask you for a straw." The beginning clauses, you may notice, when ripped apart, cannot stand on their own. Thus, they are dependent upon the other half to make sense. <br />
<br />
I <span style="color: red;">use "If You Give a Mouse a Cookie" as a mentor text</span> as it does a great job of demonstrating these often neglected commas. The famed <a href="http://www.slideshare.net/reinashay/complex-sentences-28268186" target="_blank">AAAWWUBBIS </a>will help you teach this concept even better, but be sure to use this book as a fun, throwback mentor text!<br />
<br />
I also have students mimic the writing style and create as many absurd lines for this book as possible. It is similar to the above writing prompt, but we tend to do sentences and not a whole story.<br />
<br />
<span style="color: red;">Remember, make small mouse-steps toward strong grammar; it pays off in the end!</span><br />
<br />
<b>4. Discussions/Writing Prompts:</b><br />
<b><br /></b><span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span><br />
<b><br /></b>1. Should the boy have given the mouse the cookie? Why or why not?<br />
2. What adjectives would you use to describe the mouse?<br />
3. What are the boy's feelings toward the mouse? Do they change as the book develops? How can you tell?<br />
4. How is this book similar to the Cat in the Hat? How is it different<br />
5. If the mouse came to your house, what different activities would he want to do based on the things you have at your house?<br />
<br />
I hope you enjoy "If You Give a Mouse a Cookie"... And I hope you and your kids enjoy all of its busy fun!<br />
<br />
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Happy learning!</div>
Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-87868434693024243862015-07-25T07:00:00.000-07:002015-07-25T13:35:05.884-07:00"American Born Chinese" by Gene Luen Yang<b>THE BOOK:</b><br />
Another graphic novel hits the list: "American Born Chinese" is a fabulous, award-winning story by <a href="http://geneyang.com/" target="_blank">Gene Luen Yang </a>that follows three seemingly unconnected stories that, in the end, all intertwine to tell a bigger, unified story. The novel follows the Monkey King, Jin Wang, and a stereotypical looking Chinese caricature named Chin-Kee and his cousin Danny. All of the story lines cause the reader to consider the concept of accepting yourself as you are, and not trying to be something you are not. I adore this book, and I know I haven't done it justice... Alas...<br />
<div>
</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUvEgtYbmj3Y96aLPwiLd3xvzKdKuPq9Ek5i2oHZk65GGKgg39RPi53EMY_iqREQtBWDsUYUMYWSHN6gAj5aQF3gYVyLYntZEz4z6CgsRAk4KVustMlp8_qscbPOJAkhrYbVRqqTeUcX2c/s1600/american+born+chinese.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUvEgtYbmj3Y96aLPwiLd3xvzKdKuPq9Ek5i2oHZk65GGKgg39RPi53EMY_iqREQtBWDsUYUMYWSHN6gAj5aQF3gYVyLYntZEz4z6CgsRAk4KVustMlp8_qscbPOJAkhrYbVRqqTeUcX2c/s400/american+born+chinese.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Me and "American Born Chinese" (BTW, I love this cover.)</td></tr>
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<b>USE THE BOOK:</b><br />
<br />
<span style="color: red;">This book is a great piece to share with grades 6-12. </span>I think the interest level would peak at ninth grade, but older kids may find it interesting if they are new to the genre of graphic novel. Here are a few ideas to steal for your lessons...<br />
<div>
<br /></div>
<b>1. Pop Culture Research on Racism and/or Stereotyping: </b><br />
The story of Chin-Kee and Danny reads like a television program where Chin-Kee plays the stereotypical Chinese character often found in old movies--think of him as, you know, Mickey Rooney in "Breakfast at Tiffany's" but Chinese and not Japanese. The portrayal of characters like this in the novel and in the film brings an interesting research question to mind: How are different people groups portrayed on television and film?<br />
<br />
Students in middle school up to high school seem to consume more Netflix, TV shows, and movies than any other demographic, so this research question will appeal to their interests. Have the students team up in groups of three and, in their groups, select a people group to explore (e.g. Chinese men, Japanese women, white women, gray haired white men, black men, etc.). Then <span style="color: red;">have each person in the group take one aspect of pop culture to research as to how this people group is shown in media. </span>Here is what each student in the group would do:<br />
<br />
1- Get a list the current top 10 movies. For each of the major blockbusters, have one student see where their team's people group is shown. What are their jobs in the film? What are their roles in the storyline? Are they portrayed negatively or positively? Is it fair?<br />
<br />
2- Get a list of the top 10 TV series. For each show, have a student look to see if there are any individuals from their team's people group? If so, what do they do, say, and act like? If not, to what numbered show do you need to get to in order to find someone from your people group? What are their jobs in the shows? What are their roles in the storyline? Are they portrayed negatively or positively? Is it fair?<br />
<br />
3- Get three magazines and flip through their pages. What ads, stories, or products do you see that depict your team's people group? What kinds of activities are they engaged in if any? If there are none, why do you suppose they are not featured? What are their jobs in the magazine's pages? Are they portrayed negatively or positively? Is it fair?<br />
<br />
<span style="color: red;">Students research on their own then bring the work together in teams for discussion. From their initial research, students can then analyze the data in a team.</span> What do the data say about that particular people group? Does it seem racist, stereotypical, balanced? Have students analyze and then come to a conclusion. Results can be shared in a presentation, research paper, or poster display.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKMLRTsMKSRRszpI7mWV1cJYPGl4sUv1EIYhMftoLdW4T_84wHDBCCqHtsO4R6Yycj6Y6_lN-34r9HslIUDBAQ6n9Vhr8VlnfVyKwWLQ791rzW6W6WvV-Fti4Tc-cENHKjzZbV6CTfR0ok/s1600/american+inside.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKMLRTsMKSRRszpI7mWV1cJYPGl4sUv1EIYhMftoLdW4T_84wHDBCCqHtsO4R6Yycj6Y6_lN-34r9HslIUDBAQ6n9Vhr8VlnfVyKwWLQ791rzW6W6WvV-Fti4Tc-cENHKjzZbV6CTfR0ok/s320/american+inside.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A scene with the section about "The Monkey King".</td></tr>
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<b>2. Symbolism Exploration:</b><br />
<br />
In this book, the Transformer is an obvious symbol of Jin Wang's internal struggle to want to change into another creation. Have students think about other typical struggles other teens/tweens face: knowing yourself, pretending to be something you're not, wanting to fit in, not telling the truth, feeling like a kid but wanting to be an adult, racist thoughts, sexist thoughts toward the opposite gender, anger towards self, anger towards authority, apathy... the list goes on.<br />
<br />
Have <span style="color: red;">students select a visual to represent that struggle</span>. They can print a picture from Google Images, find one in a magazine, or create it themselves. For instance, if a student selects the struggle of feeling ugly, he may select the image of a broken mirror. On a separate piece of paper, <span style="color: red;">the student describes the feeling in a short paragraph. </span><br />
<br />
THIS IS NOT A TIME TO AIR OUT ALL OF THE KIDS' INNER STRUGGLES; it is meant to be a time to consider symbols. Many kids will write what they actually feel, so this can be a very touchy exercise; however, if handled with care, compassion, and teacher-awareness, this can be a fabulous activity.<br />
<br />
<b><br /></b><b>3. Conformity Discussion:</b><br />
<b><br /></b>
This book deals with the pressures of conformity. Have students spend a passing period, break, recess, or lunch looking at their peers. What trends can they see that all groups of people, no matter their race or ethnicity, partake? Have students consider they style of clothing, haircuts, language patterns, and the like. After they gather their research, <span style="color: red;">have a class discussion on conformity and why we strive to be "one with the group". </span><br />
<br />
<b>4. Myths Across Cultures: </b><br />
<b><br /></b>
One of my personal favorite aspects of this book is the inclusion of the Monkey King myth. I happen to be a big lover of mythology, and this book lends itself to a great discussion of myths around the world. One of my mentors, <a href="http://www.vickiegill.com/" target="_blank">Vickie Gill,</a> gave me this lesson on researching myths (similar to the stereotype/racism research mentioned above).<br />
<br />
Have students join together in teams of three or four. <span style="color: red;">As a team they select a question that myth typically answers.</span> In this book, one of the many questions that is answered is: <i>Can you change who you are?</i> Some of the questions students might try to tackle in this project include:<br />
<br />
Where do we come from?<br />
How can you please the gods?<br />
What is the role of men/women in society?<br />
Can the gods be deposed?<br />
What happens after we die?<br />
<br />
Then, <span style="color: red;">as individuals they each choose a culture </span>from around the world: Greek, Roman, Egyptian, Chinese, Chumash, Celtic, Hindu, etc. Each member should have a different culture, but they will share the one question.<br />
<br />
Now students go find the answer to that question. <span style="color: red;">I have my students look for stories, not overt "Yahoo Answers".</span> I want them to spend time reading myth from other parts of the world to discover the answers. After looking at the library, going online, and even watching some videos, students begin to get a sense of that culture's mythology.<br />
<br />
For instance, if a student read the myth of Orpheus, he would understand where the Greeks believed they went in the afterlife. If another student read the myth of Valhalla or Helheim, she might understand the differing ideas on the afterlife for Norse mythology. And still another student might read the myth of Anubis and Osiris to learn what the Egyptians believed. Together, these three students can have <span style="color: red;">a well-researched and thoughtful discussions about the similarities and differences between these myths and people groups. </span><br />
<b><br /></b><b>5. Discussions/Writing Prompts:</b><br />
<b><br /></b><span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span><br />
<b><br /></b>1. Is this book's depiction of Chinese people racist or inappropriate? Why or why not?<br />
2. What is the meaning of the title "American Born Chinese"?<br />
3. How is our school similar to the ones depicted in this book?<br />
4. How did Jin Wang's choices change Wei-Chen?<br />
5. From what character faults does Jin Wang suffer? Does he ever overcome them? If so, when and where? If not, why not?<br />
<i><br /></i>
<br />
I hope you enjoy this excellent graphic novel "American Born Chinese"... And I hope you and your classes are challenged to think about the world in a new way.<br />
<br />
<br />
Happy learning!Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-39560547895645686312015-07-24T07:00:00.000-07:002015-07-25T07:50:20.066-07:00"Where the Wild Things Are" by Maurice Sendak<b>THE BOOK:</b><br />
I guess I couldn't resist pulling out this other Maurice Sendak classic. "Where the Wild Things" is one of my childhood favorites that follows a rambunctious boy named Max who is sent to bed without his supper. It is there in his room that he escapes his punishment and his imagination takes over; he journeys to where the wild things are and becomes their king. After a wild rumpus, he heads back to his room only to discover his dinner is there.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE0rrcynAJzn9UqAdXtE_LoqZJcp7dvwLmv2s1NKGX79UsH_mjyC3p0ODnW3lziW4Ry5Tr4G7xG9WRDj2qGPg_iDUora48IpztMxhP69hd3wIWUt3M-rUCdbEbUFLt0rjpkCpkBE-JkK9r/s1600/wild+things+cover.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE0rrcynAJzn9UqAdXtE_LoqZJcp7dvwLmv2s1NKGX79UsH_mjyC3p0ODnW3lziW4Ry5Tr4G7xG9WRDj2qGPg_iDUora48IpztMxhP69hd3wIWUt3M-rUCdbEbUFLt0rjpkCpkBE-JkK9r/s400/wild+things+cover.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Awesome typewriter, the book <br />
with a jungle growing out of it, and me.</td></tr>
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<b>USE THE BOOK:</b><br />
<br />
<span style="color: red;">This book can reach every age group... </span>seriously, every age from the toddlers all the way up to the college students. (It is AR Level 3.4.). It is a staple of most classrooms, so here are some ideas to use with the book...<br />
<div>
<br /></div>
<b>1. Study the Art:</b><br />
Many times we just say "Cool art..." or "Wow! Those are some amazing pictures." This is a book that is so brilliantly constructed I have met college students who study it for nearly a month. I don't expect most classrooms to use this for a month, but <span style="color: red;">a five minute in-depth observation</span> is certainly warranted, no matter if you are in grade K or 12.<br />
<br />
When you look at the construction of the pages do you notice something unique? Some of you caught it right away; <span style="color: red;">Sendak illustrates so each ilustration gets bigger and bigger </span>until the wild rumpus starts. The first page, as pictured below, is a small thumbnail-like piece, and by the time the rumpus is in full swing, the entire page is engulfed with art--even the words are eliminated. Then, after the rumpus has gone on, Max calls it quits and the scenes from that point on get smaller and smaller. Some of you who have read this a thousand times will suddenly see this. Go look, you will be delighted.<br />
<br />
I can only imagine there are lots of theories as to why the pages do this. My personal theory is it is Max's entry and departure into his imagination. I personally love that the last page is just the words "and it was still hot." Helping kids of any age see this structure helps them to discern details and nuances in books. I can't tell you how helpful that is when they get to high school. <span style="color: red;">Start kids noticing details with pictures and the learning will spill into other aspects of study.</span><br />
<br />
In addition to how the art is cropped, designed, and framed, you can study his style with pen and ink and watercolor--a fantastic art teacher at my school did this with high school students. Consider how one could use this work and <span style="color: red;">analyze his developing style and perspective through a comparison of his picture books</span>. Seriously, this is worth the time--think of the great papers older students might write on this subject!<br />
<br />
<b>2. The Perfect Reader's Theater:</b><br />
<br />
Not only is my wife a talented author (check out her book <a href="http://www.sherlockacademy.com/" target="_blank">Sherlock Academy</a>), she is also a local arts teacher for the public schools. When she works with grades K-2, she uses this very book to create a reader's theater. She spends 8 forty-five minute lessons to build a working knowledge of setting, character, stage directions, voice, and theater jargon... but you can do an abbreviated version of this in your classroom, even if it is just a homeschool group of three or four kids.<br />
<br />
Some things you will want to do:<br />
<br />
First, if you are working with a full class, divide the class into two groups. Essentially <span style="color: red;">you will double cast actors for the book</span>. For instance, rather than casting one Max, you'll have a Max for Group A and a Max for Group B. The same will be for all assignments.<br />
<br />
And that's just where I'd start: characters. There are only a few: Max, the dog, Max's never-seen mother, and, of course, the Wild Things. Double cast all of these characters, one for Group A and one for Group B--I suggest you pick out about 5-10 wild things for each group. You'll know the ones to pick for this one. :-)<br />
<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6j06f7cjk6ElSiZx8prwg5TMIkqm0LbCRUPs_2Ihl9-ly5kSONLD-Kj4Ajd7GDlcD3znXGNuc0QHnhaIfGOqv4lik60TGm-4LbRqmsre6pufQo-GLTgoYWO3RyJsvFVEjLDLW9KwW7KNj/s1600/wild+inside.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6j06f7cjk6ElSiZx8prwg5TMIkqm0LbCRUPs_2Ihl9-ly5kSONLD-Kj4Ajd7GDlcD3znXGNuc0QHnhaIfGOqv4lik60TGm-4LbRqmsre6pufQo-GLTgoYWO3RyJsvFVEjLDLW9KwW7KNj/s320/wild+inside.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The first page, an example of the smaller illustration that<br />
eventually grows into the place where the wild things are.</td></tr>
</tbody></table>
The rest of the class will be double cast as setting and props. Before announcing this, have the children think of where the story is set. There are actually three locations: Max's room, a forest complete with an ocean, and the place where the wild things are. If you are in a traditional classroom, some of the kids will become the setting. <span style="color: red;">Using their bodies, kids group together to create a shapes to form the setting and props.</span> A group of four kids will put their arms in the air to look like a four-poster bed, others become walls or ceilings that will later turn into trees hung with vines. While some students may groan about being a piece of furniture, without them the piece doesn't work--think about the page where Sendak says, "and an ocean tumbled by...". Without the actors becoming the setting, we would have a hard time imagining this.. <span style="color: red;">Have the kids really examine the book to discover what important props and setting figures they will need. </span>Obviously, you could just stick with characters if you are doing this with a smaller group of homeschoolers.<br />
<br />
But for those of us with large classes, once you have two full casts, you will call on Group A to get up and practice their performance. This will be a run through that you can directly supervise and give feedback. Don't feel like you have to go through it seamlessly--take time to give feedback and stop.<br />
<br />
During this time, Group B will watch as the audience. I would spend time the time to<span style="color: red;"> talk to Group B about what it means to be a good audience member</span>. Remind them it is good to laugh when things are funny, clap at the end of the show, and, most of all, watch and listen quietly through the whole piece.<br />
<br />
<span style="color: red;">You then read the book aloud</span> and Group A goes through the motions. Read slowly, and allow kids to explore movements and acting choices. After they are finished, a<span style="color: red;">sk a few audience members what they liked about the characters, setting, and props</span>--I typically ask for a compliment for each category.<br />
<br />
After Group A has practiced, it is now Group B's turn to practice. Before they do, I ask Group A to tell me what makes a good audience--it is always great to hear what they think, especially after being under the spotlight. Group B has a go at it, and then they get the same feedback.<br />
<br />
At this time I would <span style="color: red;">give each group a copy of the book and have them go to separate parts of the room to perfect their performances</span>. After a good 15 minute rehearsal, gather together and watch the two shows.<br />
<br />
Some great follow up writing can be done on this--have them write a review of the other team's work, write an ad to invite others to come see the show, reflect on how they became their part, or just recount the entire process in a diary-like entry.<br />
<br />
<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgieqE1MKVcMS_GmUMEcGVzSQWP33lXpRUARYRAIiRPH7Z7OhE4hc7ybKCrcloneO29TJ6mjRvTPLUTzZbi6LEj5TZX3BKJFVFEGdbeVsZl-1FKfS30UFJuvsKfgyfe_tiWLWGMCnNno855/s1600/max+faces.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgieqE1MKVcMS_GmUMEcGVzSQWP33lXpRUARYRAIiRPH7Z7OhE4hc7ybKCrcloneO29TJ6mjRvTPLUTzZbi6LEj5TZX3BKJFVFEGdbeVsZl-1FKfS30UFJuvsKfgyfe_tiWLWGMCnNno855/s400/max+faces.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The many faces of Max... and this is only a few!</td></tr>
</tbody></table>
<b>3. The Many Faces of Max- Studying the Nuances of Vocabulary: </b><br />
<br />
Max is created beautifully. His expression is completely different on each page. From disdain to rebellious gloating, and pride to utter boredom, his look changes on every page.<br />
<br />
One of the best vocabulary activities I use with grades K-12 is to <span style="color: red;">have them identify these mood words. </span>With Kinders you may hear words like "happy" or "bored", and with twelfth graders you may hear "disdainful" or "lugubrious". <span style="color: red;">The key with this activity is to not let kids settle on the first words that come to their minds...</span> Yes, write down first ideas and acknowledge them, but ask if it is really the best word to describe the emotion. Push them to think about other words or use a thesaurus and a dictionary. Once you have an official list, you can then list out his mood page-by-page. Here is an example list (assuming pg. 1 is the first page we read):<br />
<b></b><br />
<b></b>
<br />
pg. 2- rebellious<br />
pg. 4- fiendish<br />
pg. 6- sassy<br />
pg. 8- haughty<br />
pg. 10- elated<br />
pg. 12- (no face shown) wild<br />
pg. 14- proud<br />
pg. 16- startled<br />
pg. 17- unperturbed<br />
pg. 19- commanding<br />
pg. 21- superior<br />
pg. 24- wolfish<br />
pg. 25- crafty<br />
pg. 27- proud<br />
pg. 30- bored<br />
pg. 31- content<br />
pg. 34- snooty<br />
pg. 36- delighted<br />
<br />
A variation of this activity is to <span style="color: red;">print out the word list above </span>and mix them up so kids don't know to which pages they are assigned. Then ask students to match the word to the emotion expressed by Max. Some may argue about placement, and that is brilliant! <span style="color: red;">The key is examining the nuances of words; give kids a chance to discuss denotation and connotation of words.</span> It sparks a lively class time and brings language to the heart of the session.<br />
<br />
<b>4. Discussions/Writing Prompts:</b><br />
<b></b><br />
<b></b><span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span><br />
<b><br /></b>1. If you were to go where the wild things are, what would your reaction be?<br />
2. If your room could magically transform to a new place, what would it be? Describe it in detail.<br />
3. When you get mad, what do you do to work through those feelings?<br />
4. Does Max deserve to have his supper at the end of the book? Why or why not?<br />
5. What lesson do you think Sendak is trying to say to his readers? Do you agree with the message? Why or why not?<br />
<br />
<br />
<br />
<br />
I hope you enjoy picking up "Where the Wild Things Are"... And I hope you still get your supper tonight.<br />
<br />
<br />
<br />
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Happy learning!</div>
Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-75935059348836697672015-07-23T07:00:00.000-07:002015-07-25T07:50:44.263-07:00"Chicken Soup with Rice" by Maurice Sendak<b>THE BOOK:</b><br />
<a href="http://www.harpercollins.com/cr-100369/maurice-sendak" target="_blank">Maurice Sendak</a>, in the words of my students, is BAE. I love his bizarre sense of humor, and "Chicken Soup with Rice" is no exception. This book follows one of Sendak's boys through all of the months of the year as he eats up chicken soup, no matter the weather or celebration. The book notes many holidays and events in its fun, song-like rhyme scheme. <br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjegVJF3_O-Nr3L7fy4exItWaJv8qwiBOBQ8jqodcFSixw0nQLxUIUEkADLw4PMaPU6MmAeDOHFQgblID7wgDZt37KBVemim4gnjBBZQJchbXvmnsBOMpYWXh8wXPeT2jof9PU1AqbXgUXL/s1600/chicken+soup+.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjegVJF3_O-Nr3L7fy4exItWaJv8qwiBOBQ8jqodcFSixw0nQLxUIUEkADLw4PMaPU6MmAeDOHFQgblID7wgDZt37KBVemim4gnjBBZQJchbXvmnsBOMpYWXh8wXPeT2jof9PU1AqbXgUXL/s320/chicken+soup+.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Mr. Shaw, in the kitchen, with the book.</td></tr>
</tbody></table>
<br />
<b>USE THE BOOK:</b><br />
<br />
<span style="color: red;">This book can reach young preschool all the way up to third grade</span> (It is AR Level 3.2.). I love using it year-round in programs that allow celebration of holidays (or at least studying of holidays). So here are some ideas to use with the book...<br />
<br />
<b>1. Sing, Memorize, and Preform:</b><br />
<br />
Awhile back, Psychology Today shared an article <a href="https://www.psychologytoday.com/blog/memory-medic/201305/memorization-is-not-dirty-word-2" target="_blank">(here)</a> that discusses why we should memorize, and I tend to agree. So my belief is we should memorize a new poem, song, or quote at least once a year. That goes for kids, too.<br />
<br />
One way to do this is to take Sendak's book and use it month-by-month. What I did in my K-2 class was this:<br />
<br />
In August, the first month of school for us, I made a photocopy of page 20, August. I then posted that copy in my Calendar Corner, and <span style="color: red;">each day we sat down to do the calendar, we read the poem </span>(<a href="https://www.youtube.com/watch?v=xSJ0FDplzjk" target="_blank">well, we actually sang it, thanks to Carole King</a>).<br />
<br />
Each month I would change the photocopy and we would move on to the next part of the poem, leaving the other one up just behind the new one. Every first day of the month we would spend time spiraling back to the old poems. The result?<br />
<br />
In June, our last month of school, my Kindergarten, first and second grade class had memorized 11 of the 12 stanzas. I squeezed in one more in the last week, July, and then <span style="color: red;">the kids got up at Open House and sang the entire poem. </span><br />
<br />
Parents were amazed, and I was happy. <span style="color: red;">It just goes to show how much we can do if we slow down and take it one step at a time.</span><br />
<b><br /></b><b>2. Write the Recipe: </b><br />
<br />
There are only two ingredients that are mentioned in the book: chicken and rice. But you can do much more. For those of you soup lovers (sadly, I am not a soup man), there are many additions to make a soup flavorful: salt, pepper, carrots, and... well, you get the idea.<br />
<br />
I start this project by showing kids real recipes from cookbooks or online--like <a href="http://www.marthastewart.com/275624/easy-recipes-kids-can-help-make" target="_blank">Martha Stewart </a>or <a href="http://www.rachaelraymag.com/recipes/rachael-ray-magazine-recipe-search/kid-recipes" target="_blank">Rachael Ray</a>. I remind them someone, Ms. Stewart or Ms. Ray perhaps, has written it. This is real writing! We<span style="color: red;"> make a list of what elements make a typical recipe</span>. The kids note they list ingredients, amounts of each ingredient, step-by-step instructions, numbers organizing the instructions, and a photo of the finished dish are all commonly noted elements.<br />
<br />
Once they have seen recipes, I show them ones to make soup. We<span style="color: red;"> talk about the process</span> and common tasks: boiling, simmering, chopping, and such. <span style="color: red;">I write these terms on a word wall.</span> After assembling this list, I talk to kids about what they like to eat, and we imagine which of those ingredients would make the best soup--a soup so good you'd want to eat it every month of the year. The only two required ingredients are chicken and rice--and even those can be thrown out since I will deal with kids who are vegan/vegetarian or those who don't eat rice (I don't know who that would be, but I assume there are some out there). We list the ingredients on the word wall, and then I give the official task:<br />
<br />
<span style="color: red;">Write a recipe to make a "slurp-it-up-every-month-of-the-year" kind of soup. </span>With all of the prep work, the kids should now be well prepared to construct their own recipes. Have the kids mimic the format studied and even use a book, online source, or a printout as a guide.<br />
<br />
Once finished, <span style="color: red;">have the kids illustrate a picture </span>of their perfect soup.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI3AYUHja7CUYgNxt1NofLlWdb3SaNdRuHlwCBrY8rbM5_AkoHRSKmgot8aoqbFFNswSj2Am8nYXI23twjxLXZP-uQGU-5iVE5LRQF39QDLhjupYkSyjp7LK2glyUCq7UpY17cB7LFyp7L/s1600/IMG_3772.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI3AYUHja7CUYgNxt1NofLlWdb3SaNdRuHlwCBrY8rbM5_AkoHRSKmgot8aoqbFFNswSj2Am8nYXI23twjxLXZP-uQGU-5iVE5LRQF39QDLhjupYkSyjp7LK2glyUCq7UpY17cB7LFyp7L/s320/IMG_3772.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The above mentioned starting page for my class to learn the poem.</td></tr>
</tbody></table>
<b>3. Quick Watercolor Project:</b><br />
<br />
Above, I mentioned I copy the pages of this book; I also <span style="color: red;">make additional black and white copies and have students watercolor them</span>. Regular printer paper works great, but if you have watercolor paper I suggest printing the pages on that--the quality is great. Either way, I adore the kids' color choices, and the project is really short and, more or less, open ended fun. Simple and fun.<br />
<br />
<b>4. Sequence and Reading Game:</b><br />
<br />
I continue to make copies of the book (EEK! I am suddenly concerned with copyright laws), and I have a page for each kid (if you have more than 12 as most teachers do, have kids form pairs and work together on a page or divide the class in half and make it a competition between the two sides). <span style="color: red;">Give a page to each child </span>and have the kids read them to themselves. Then, after all have read their pages, have each child get out of his/her chair and try to <span style="color: red;">get organized in the proper month order</span>--January, February, March, etc. To test if they got the order correct, have the kids read/sing their pages aloud. You can do the game a second time by having kids trade papers.<br />
<br />
The game is fun and is a way for kids to practice sequencing the months, get a chance to practice reading, and to work in a team. The same project can be duplicated <span style="color: red;">with a child on his/her own and you can time him/her</span> to keep the excitement alive.<br />
<br />
<b>5. Discussions/Writing Prompts:</b><br />
<b><br /></b><span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span><br />
<b><br /></b>
1. Which month of the year offers the best time for eating Chicken Soup with Rice? Why?<br />
2. If you could convince the author to change the food from soup to another dish, what would you like? What makes that dish so good?<br />
3. When you look at the poem, what do you notice about its structure? Are there the same amount of lines? Do any repeat? Why does the author/poet do this?<br />
4. We don't know much about the boy in the book, other than his love for Chicken Soup with Rice. Write a story that tells how he came to fall in love with his soup.<br />
5. If you wanted to convince someone to eat your favorite food, how would you convince them?<br />
<br />
I hope you enjoy this catchy classic, "Chicken Soup with Rice"... And I hope you and your kids are inspired to cook up some fun together.<br />
<br />
<br />
<br />
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Happy learning!</div>
Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-5096971625931095492015-07-22T07:00:00.000-07:002015-07-25T07:57:54.498-07:00"The Napping House" by Audrey Wood illustrated by Don Wood<b>THE BOOK:</b><br />
This is one of my favorite "throwback" books and is perfect for a rainy day. <a href="http://www.audreywood.com/" target="_blank">Audrey and Don Wood </a>create a superb house where everyone and everything is napping. This book builds until all the residents are slumbering on the same bed, except for one tiny flea. In a similar style of "There Was an Old Lady Who Swallowed a Fly", this book builds and builds and then unfolds to a wakeful moment.<br />
<br />
<div style="text-align: left;">
</div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim7M0TMIR_1k6lRypC9Lhis_KAR-Oa2om3Uahi0xuzuEtALn705jjtkW0_BigpA-H0EB9n65SFSWs0mcIIQ4aDYoAAZegtXQMeMx0-0paYv6FCLKMkvg4jo1wHgp2GwHqdRijtd-nwnz_u/s1600/naping+house.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim7M0TMIR_1k6lRypC9Lhis_KAR-Oa2om3Uahi0xuzuEtALn705jjtkW0_BigpA-H0EB9n65SFSWs0mcIIQ4aDYoAAZegtXQMeMx0-0paYv6FCLKMkvg4jo1wHgp2GwHqdRijtd-nwnz_u/s320/naping+house.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The perfect rainy day book and me.</td></tr>
</tbody></table>
<br />
<br />
<b>USE THE BOOK:</b><br />
<br />
<span style="color: red;">This book can reach young toddlers all the way up to second grade or third grade.</span> (It is AR Level 3.0.) It is perfect for any setting--large or small groups or one-on-one. It is just that good. Here are some ideas for you to steal...<br />
<div>
<br /></div>
<b>1. The Perfect Napping Conditions:</b><br />
Most kids don't look forward to a nap--a few do, but most grumble and have the idea that all the fun stuff happens during nap time. So... As a thought to help assuage the nap time dilemmas in the world, one activity you can glean from this book is "The Perfect Nap".<br />
<br />
<span style="color: red;">Ask kids what they think would make the perfect conditions for napping. </span>Should the room be warm and the bed be cold? Should they have just eaten a big meal, or just nibbled on dessert? Should they have lots of pillows to cuddle or should they just have a blanket? Should the room be silent or do you want the sound of a fan or music playing? Talk about these choices and <span style="color: red;">make a word bank on the board</span> with words like: pillow, blanket, quiet, and the like.<br />
<br />
Soon you will discover the perfect napping place is quite different for each individual. For instance, my wife loves to nap in our master bed room with the fan going and an eye mask. I, however, prefer dozing off in front of old TV shows from 1989. To each his own... which is what makes this assignment fun.<br />
<br />
After kids talk about it and you have created a word bank, <span style="color: red;">give them a sentence frame to get them started on writing </span>their ideas formally. Consider using:<br />
<br />
<i>If I could set up the perfect nap, I would ____________.</i><br />
<br />
Have students <span style="color: red;">use simple transition words</span> like "First", "Next", and "Last" to address what the napping place needs. The writing will be unique to each child, and if a kid doesn't ever want to take a nap, allow her to write about how to avoid the perfect nap. <span style="color: red;">I find going with the child's thinking is what matters most here!</span><br />
<br />
<b>2. Labeling Pictures:</b><br />
<br />
This book, much like "Goodnight Moon", has a lot of opportunity for the old point and ask, "What is that?" I suggest extending that activity to serve literacy's sake. Print out small cards with words like "rug", "bed", "shoes", "jug", "mirror", and then <span style="color: red;">have the children place the words on top of the item in the book</span>. This reaches into the whole language world, and I like it. Placing the word on top of the picture helps the child make a connection with the word and the picture.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8kmPGrRroQtCEhUvcVgK4H_FyrTzV8CL_1DWzXNUoxABoGBV6l4DA44p9JT3G5YhFFJruUvrPzD177ukLfVS-uP-EWGEzDUMh2pkVqtCGJNt32HuyRkxwBcUPXRBShiCXf_pSKv5WHd7c/s1600/in+napping.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8kmPGrRroQtCEhUvcVgK4H_FyrTzV8CL_1DWzXNUoxABoGBV6l4DA44p9JT3G5YhFFJruUvrPzD177ukLfVS-uP-EWGEzDUMh2pkVqtCGJNt32HuyRkxwBcUPXRBShiCXf_pSKv5WHd7c/s320/in+napping.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I took this at night because there were no naps by the preschool <br />
patron of our house.</td></tr>
</tbody></table>
<b>3. Watch the Window:</b><br />
<br />
My favorite part of this book is the changing window next to the bed. I love how the rain creates a perfect napping environment, and when the flea gets down to business, the sun starts to break through.<br />
<br />
One creative idea is to <span style="color: red;">have a child take a photo of what is outside the classroom window every day </span>for a month. For many of us there are trees with changing foliage or grasses with varying shades of green or brown (depending on your restrictions on watering, California). With digital photographer everywhere, this is a really fun project that, if printed, can make an AMAZING flip book.<br />
<br />
For a shorter version of this, spend one day and take a photo every hour the child is up--use your iPhone's alarm clock to remind you to snap the shot. At the end of the day load the photos onto a screen big enough for all interested parties to see, and then <span style="color: red;">discuss the changes</span> in shadows, clouds, parked cars, and the like.<br />
<br />
Older kids can write about it, and younger kids can draw a significant change. If there are no changes, that is noteworthy in itself! <span style="color: red;">Strong observation, discussion, and analytical skills are huge factors in what separate great writers, scientists, and spouses from the dumpy ones. </span>(Thankfully, my wife is the best at all three of those skills.)<br />
<br />
<b>4. Discussions/Writing Prompts:</b><br />
<b><br /></b><span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span><br />
<b><br /></b>1. What woke the flea? (This question is always a lot of fun to debate.)<br />
2. Who is responsible to fix the bed? (Again, a fun debate with many possibly answers.)<br />
3. What might happen after the last page of the book when everyone is outside?<br />
4. Flip back through the book. What colors evoke the feeling of sleep? What colors evoke the feeling of being awake? Why do you think this is?<br />
5. How might this story change if the setting was different? In a zoo? In the forest? On a boat?<br />
<i><br /></i><i><br /></i><br />
<br />
I hope you enjoy this personal favorite "The Napping House"... And I hope you and your kids are inspired to take a good nap today!<br />
<br />
<br />
Happy learning!<br />
<div>
<br /></div>
Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-24210923623527343972015-07-21T06:30:00.000-07:002015-07-25T07:58:21.182-07:00"underGROUND" by Denise Fleming<b>THE BOOK:</b><br />
<a href="http://www.denisefleming.com/" target="_blank">Denise Fleming</a> created "underGROUND" a simple, few-words picture book that is perfect for toddlers up to kindergarten. The simple rhymes, large design, and outdoorsy premise is sure to be a hit with young kids. The loose story--which is almost more like a <a href="https://www.pinterest.com/dwina092/infants-and-toddlers-learning/" target="_blank">happening</a>--follows the creatures who live in many backyards across the U.S. as they form their homes and settle in their spaces.<br />
<br />
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<tr><td class="tr-caption" style="text-align: center;">Me (no, I'm not eating the book) and "underGROUND"</td></tr>
</tbody></table>
<br />
<b>USE THE BOOK:</b><br />
<br />
<span style="color: red;">This is a great read aloud for infants, toddlers, and preschoolers in a group setting. </span>I can see this being used as a springboard for discussion with older children, but it finds its perfect home in the world of preschool and Kinder. Here's what I would do with it with preK and K...<br />
<div>
<br /></div>
<b>1. Backyard Bingo:</b><br />
<br />
At the back of the book, you will find a great "Creature Identification" guide to find all of the creatures in the book. You can use it like a "Where's Waldo?" for the book and search for the pictures in the book, or you can make your own Backyard Bingo with the guide. Use the guide to think about which animals live in your backyard. Then make copies of the page. Paste the animals on a tic-tac-toe-styled board or Bingo board, and make copies for the kids. Take the book (your research guide), some crayons, and your boards outside. Then have the kids settle down and sit somewhere... and <span style="color: red;">be silent as nature starts to creep around them. </span><br />
<br />
I have done this activity when I went on a nature hike with my K-2 class at Oso Flaco Lake, thanks to the good people at <a href="http://dunescenter.org/education-programs/" target="_blank">The Guadalupe Dune Center </a>and <a href="https://corporate.target.com/corporate-responsibility/grants/field-trip-grants" target="_blank">The Target Corporation</a>. I have found it is a good idea to come up with some sort of hand signal when I child finds a creature. The worst thing that can happen is a child screams out, "I see a bird!" and because of all of the commotion, the bird flies aways before we can get a good look at it.<br />
<br />
Sometimes with younger kids in preschool I have made binoculars out of toilet paper rolls like <a href="http://rifpittsburgh.org/587-php" target="_blank">the ones here</a>--it adds to the fun, but they aren't necessary.<br />
<br />
After finding some creatures (few truly find them all), I have the students write their findings down in sentences. With young children I write the words they dictate in yellow marker and they trace over the letters. With slightly older kids in the first half of Kinder, I have<span style="color: red;"> a sentence frame that starts them </span>off such as "I saw one ______ outside." The child then can use his Bingo card to find the name of the animal he saw. He can then fill in the blank and create a successful sentence. Kids who are more advanced can even create their own sentences.<br />
<i><br /></i>
Remember, nature is just outside your door. <span style="color: red;">You don't need to spend money</span> to go to a lake or the beach--find nature in your own backyard!<br />
<br />
<b>2. Dig:</b><br />
<b><br /></b>
I hope this goes without saying, but I would simply <span style="color: red;">grab some shovels and start digging</span> after reading this book. Spray the ground, get some gardening tools and see what you can find! I always have the best time with my preschool-aged son when we are in the garden together. <span style="color: red;">Great teachable moments happen in the garden.</span><br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEIU2XEaQXxmo25IgqWJjfLm9YoLOVkMqT5xAYsN5HQ4sj4k0KZ7pbmv_BKUOYluf5Frp70A4ce7YsCmidb1PnDNyEbk3d05gx9akozzaO6RreffJjvNXqOYX5_ZV2xwR8bmuhUnq1y9s6/s1600/in+underground.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEIU2XEaQXxmo25IgqWJjfLm9YoLOVkMqT5xAYsN5HQ4sj4k0KZ7pbmv_BKUOYluf5Frp70A4ce7YsCmidb1PnDNyEbk3d05gx9akozzaO6RreffJjvNXqOYX5_ZV2xwR8bmuhUnq1y9s6/s400/in+underground.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A page from the book that inspired carrot growing.</td></tr>
</tbody></table>
<b>3. Science Experiment:</b><br />
<br />
I love to <span style="color: red;">grow small plants inside the classroom</span>. This book is a great way to kickoff growing any sort of plant as Fleming does a superb job of showing the different parts of a plant, including the rarely seen roots. The three most successful "growings" I have done in my classroom are: beans inside of a plastic bag <a href="http://www.greeneducationfoundation.org/institute/lesson-clearinghouse/294-How-to-Grow-Beans-in-a-Plastic-Bag.html" target="_blank">(here is a link to another person's bean project)</a>, carrots in a see-through planter <a href="http://www.amazon.com/HSP-Nature-Toys-162-Root-Vue/dp/B00004W5ZB" target="_blank">(here is that link)</a>, and simple house plants.<br />
<br />
With the house plants, I do a variation on this project. I talk to my kids about how plants get all they need out in nature. We discuss that they typically get enough soil, water, and space to thrive. To further demonstrate these needs, I purchase five small 99-cent plants at the store to conduct an experiment.<br />
<br />
I tell the kids <span style="color: red;">we are going to take away one of the required needs away from each plant.</span> We make signs to label each plant (e.g. Plant 1, Plant 2, etc.), and a table to understand what our labels mean. It might look something like this:<br />
<br />
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Plant 2<o:p></o:p></div>
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Plant 3<o:p></o:p></div>
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Plant 4<o:p></o:p></div>
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Plant 5<o:p></o:p></div>
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Normal Conditions<o:p></o:p></div>
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No Soil<o:p></o:p></div>
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No Water<o:p></o:p></div>
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No Sunshine<o:p></o:p></div>
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No Space<o:p></o:p></div>
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<div style="text-align: right;">
<br /></div>
<div style="text-align: right;">
<br /></div>
<div style="text-align: left;">
I have the kids help experiment, and I give them the term <i>variable</i>. Over the next month we take time every few days to see what happens to each plant. <span style="color: red;">As we observe, I give kids a journal to keep track of their observations. </span></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
As time goes on, it is clear the plant with the book on top of it needs more space. Plant 2 without its soil always does ok--but it has seen better days. The one without sunshine does ok, but starts to turn yellow. The one with no water, Plant 3, looks horrible. And finally the one that I put a book on top of to eliminate its need for space, looks like a pressed flower leaf and is normally brown or yellow. <span style="color: red;">Kids seem to internalize the lesson once they have truly experienced it first hand.</span></div>
<div style="text-align: right;">
<span style="font-weight: bold;"><br /></span></div>
<div style="text-align: left;">
<b>4. Get Denise and Talk Paper:</b></div>
<br />
<div style="text-align: left;">
If you want a real treat, <span style="color: red;">get Deniese Fleming to come to your school</span>. I had the privilege of meeting her at a conference a few years ago, and I was amazed to learn about her paper making skills. <a href="http://www.denisefleming.com/pages/photopages/studio.html" target="_blank">You can read about them here on her website</a>; however, nothing will compare to an in-person visit.</div>
<br />
<div style="text-align: left;">
If anything, you can show your kids the interesting process of making your own paper and creating a book. "underGROUND" is made through a process of pouring and shaping pulp into the beautiful works of art you see in the book. <a href="https://www.youtube.com/watch?v=ngA0eEG5msM" target="_blank">Check out this YouTube video of Denise talking about her work.</a> I also suggest you check out some paper making on YouTube, there were hundreds of good videos on there, so just spend some time clicking around.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
After looking at the work, you may even try to make your own paper (I haven't done this yet, but a few of my teacher friends in the upper grade classrooms have done this to great success.)</div>
<div style="text-align: left;">
<br />
With that in mind, <span style="color: red;">ALWAYS contact authors and illustrators about sharing at schools</span>. You should pay them for their work, but many are willing to do Skype visits at huge discounts.<br />
<br /></div>
<div style="text-align: left;">
<b>5. Discussions/Writing Prompts:</b></div>
<span style="color: red;"></span><br />
<div style="text-align: left;">
<span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span></div>
<div style="text-align: left;">
<span style="font-weight: bold;"><br /></span></div>
<div style="text-align: left;">
1. Predict what will happen when it rains. What will become of the animals' habitats?</div>
<div style="text-align: left;">
2. How can we help keep animals that live underground safe in their habitats?</div>
<div style="text-align: left;">
3. What colors does the author use to draw your attention to the page?</div>
<div style="text-align: left;">
4. What other sorts of foods can you grow out of the ground?</div>
<div style="text-align: left;">
5. Imagine you are in one of the underground scenes. Describe what it would feel like to be there.</div>
<br />
<br />
<div style="text-align: left;">
<span style="font-style: italic;"><br /></span></div>
<i></i><br />
<div style="text-align: left;">
<i><br /></i></div>
<i>
</i>
<br />
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
I hope you enjoy "underGROUND"... And I hope you take some time to dig around!</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Happy learning!</div>
<div>
<div style="text-align: left;">
<br /></div>
</div>
Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-63353449696912993062015-07-20T07:30:00.000-07:002015-07-25T07:58:59.775-07:00"animals everywhere" words by Lillian Pluta pictures by Jillian Phillips<b>THE BOOK:</b><br />
My wife and I picked up this book in San Jose, California at <a href="http://www.hhpz.org/" target="_blank">"Happy Hollow Park and Zoo"</a>--BTW it is a great place to take kids ages 6 months up to 6 years. Back to the book... It is an eco-friendly book following a hodgepodge of animals in their varying habitats around the world. With a nice rhyme and adorable illustrations, this one is a great animal lovers book to add to your library. At the back of the book, it has two pages of mini-descriptions of animal needs, ideas to preserve nature, and an activity to build a bird house and a diorama.<br />
<br />
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<tr><td class="tr-caption" style="text-align: center;">"animals everywhere" and me, in a rare hat-less moment.</td></tr>
</tbody></table>
<b>USE THE BOOK:</b><br />
<br />
While it is a smaller book, it is<span style="color: red;"> </span>a good one to read aloud in a group or share one-on-one with a kid ages 2-8<span style="color: red;">. </span> Here are some ideas for you to steal...<br />
<div>
<br /></div>
<b>1. Verb Hunt:</b><br />
One night while reading this book to my preschool-aged son, I discovered it was chock-full of great verbs. Phrases like:<br />
<br />
"Up in the Arctic, where the cold winds blow, polar bears tussle in the soft white snow. Reindeer prance as a walrus floats by, and furry little foxes stay warm and dry."<br />
<br />
(Adorable, right?)<br />
<br />
So I decided to read it aloud to my high school English students to help them deal with parts of speech (because as high school students they still have trouble with it), but this can be done with kids as young as first or second grade.<br />
<br />
After reading the book aloud, they were then asked to <span style="color: red;">jot down as many verbs </span>as they could remember from the text. For instance from the above phrases they could have noted: <i>blow, tussle, </i>and<i> prance</i>, to name a few. <br />
<br />
At the end of the book they had long lists, and with those lists we played a <span style="color: red;">Scattergories-esk game</span>. One student read out his list, and the others would raise their hands if they caught the same verb. Verbs that were caught by another listener earned zero points. Those that were caught by only one listener earned one point.<br />
<br />
What do they win? They rarely win something tangible; I typically shout out, "Good job! Five life points for you." A few students said they were keeping track of life points... but I digress.<br />
<br />
From this I then give them sentences from the book. I have the class circle the verbs, and then I ask them to <span style="color: red;">try changing the verbs</span> around to say something new with the verb choice. We can take the phrase <i> "Up in the Arctic, where the cold winds blow, polar bears tussle in the soft white snow"</i> and change it to "<i>Up in the Arctic, where the cold winds <b>sings</b>, polar bears <b>dance</b> in the soft white snow"</i>. (You'll notice I didn't worry about the rhyme scheme or the meter when I changed my verbs; it is less cumbersome to deal with if you are free to play with the words.)<br />
<br />
I then play the same Scattergories-esk game with the class. We see who has repeats, and the same scoring of zero points for a repeat and one point for a unique word apply. Life points are given, and the students squeal with delight... well, maybe they just grin politely.<br />
<br />
This activity <span style="color: red;">illuminates the importance of word choice,</span> especially with the ever-important vivid verb. After this lesson I have found vivid verb usage skyrockets.<br />
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<b>2. Technical Writing to Avoid the Artsy and Costly Diorama: </b><br />
I actually love making dioramas with kids. Kids love them too... mostly. There can be a point, however, where there are too many bank-breaking or dumpster-diving projects. Solution? Have kids imagine they are setting up the perfect zoo for one of the animals in the book. (Ideally, each child will select a different animal.) <span style="color: red;">Have each child research what that animal needs</span> to survive and thrive. Then have the child<span style="color: red;"> write a letter to the zoo</span> proposing what the animal needs. Clearly this will need to be based in research. I suggest subscribing to great magazines like <a href="https://secure.customersvc.com/wes/servlet/OrderPageCreator" target="_blank">Ranger Rick</a> or using websites like <a href="http://www.skyenimals.com/browse_habitat.cgi" target="_blank">these. </a><br />
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When they finally have their research, have the kids<span style="color: red;"> think about their audience</span>. They need to realize they are "sending" these to the owners of a zoo, so their language should reflect that.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyp3mZE5IJ6-IS_uIVMLNk882tcHbXZqV04gyXttG9NS4Ub8aKN73o-lC52Lp_dXzL60M8kSW83YmU26ma1wCF9g5RNYffkWEWtYzmtaydVZsL1i29gBxCm_KuQfiQ52Zdo7gooOfCPpxC/s1600/animals+side.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyp3mZE5IJ6-IS_uIVMLNk882tcHbXZqV04gyXttG9NS4Ub8aKN73o-lC52Lp_dXzL60M8kSW83YmU26ma1wCF9g5RNYffkWEWtYzmtaydVZsL1i29gBxCm_KuQfiQ52Zdo7gooOfCPpxC/s320/animals+side.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">One page featuring animals of the rainforest. </td></tr>
</tbody></table>
<b>3. "I am" Personification Poem:</b><br />
<b><br /></b>
After reading the book together, have each child select an animal they enjoy (ideally, each child will select a different animal). Once each child has an animal, have the child <span style="color: red;">brainstorm how she would describe it</span>.<br />
<br />
1. Is it big? Big as compared to what?<br />
2. Is it loud? Loud as compared to a chainsaw or a buzzing refrigerator?<br />
3. What type of covering does it have? Fur? Scales? Feathers?<br />
4. What does it eat? Bugs or pizza?<br />
5. To what habitat does it belong?<br />
<br />
And so on...<br />
<br />
Once the child knows the animal, have her begin to <span style="color: red;">create a personification poem where she gradually reveals the identity of the animal</span>. For instance, a child might write:<br />
<br />
<i>I am tall, taller than some of the trees at your house.</i><br />
<i>I am big, bigger than the car you rode in this morning.</i><br />
<i>I am loud and quiet.</i><br />
<i> I can be as loud a trumpet in a 4th of July Parade!</i><br />
<i> But I can be as soft as a fan in a classroom during a test.</i><br />
<i>I am covered with gray skin, but I also have hair.</i><br />
<i>I am an eater. I eat lots of food. At the circus they give me peanuts.</i><br />
<i>I am a resident of Africa and Asia, but you can see me at the zoo.</i><br />
<i>I am an elephant. </i><br />
<br />
A fun part of this activity is having kids pair up in teams to do "detective work" to discover which animal their friends have written about.<br />
<br />
This <span style="color: red;">makes a good bulletin board for Back to School Night or Open House</span> as each student will have a unique piece of poetry, plus you can add an art project to the writing. Have each student draw a picture of the animal and its habitat and tack it to the wall. Then on top of that drawing, tack the child's poem with tacks only at the top. Visitors can then lift up the poem to see the art work. Nifty, eh?<br />
<br />
<b>4. Discussions/Writing Prompts:</b><br />
<b><br /></b><span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span><br />
<b><br /></b>1. If you were to select a habitat in which to reside, which would you pick and why?<br />
2. Which of these habitats do you believe to be the most important? Why?<br />
3. If you were to add an additional page to one of these habitat descriptions, what would it say? (Ask kids to elaborate on one page, such as on the page above: The daddy jaguar tucks his cub in for the night, while crickets start to chirp and sing with delight.)<br />
4. Many of these habitats are far away, while some are in our backyard. Make a list of five things we can do to ensure these habitats are protected for the animals that call them home.<br />
5. Choose one of the animals mentioned in the book. Describe the animal with vivid verbs, specific nouns, and thought-provoking adjectives. You may even wish to write about it in rhyme.<br />
<i><br /></i>
<br />
I hope you enjoy "animals everywhere"... And I hope you and your kids enjoy the delightful eco-awareness book!<br />
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Happy learning!<br />
<div>
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Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com2tag:blogger.com,1999:blog-306287991222105621.post-22918013992798121902015-07-19T12:31:00.003-07:002015-07-25T07:59:22.578-07:00"Nathan Hale's Hazardous Tales: One Dead Spy" by Nathan Hale<b>THE BOOK:</b><br />
"Nathan Hale's Hazardous Tales: One Dead Spy" is the first in <a href="http://hazardoustales.blogspot.com/" target="_blank">Nathan Hale's</a> series of historical graphic novels. This book humorously shares the events of the American Revolution from famed revolutionary spy, Nathan Hale (same name as the author/illustrator). The book's premise is silly--Nathan, prior to his execution, is swallowed up by an enormous American History book, thus allowing him to know all there is of the nation's past and future, so the executioner and British soldier prolong his life to hear his tales--but beyond the funny premise, the historical content is great! For fifth graders on up, they can explore some of the milestones that have defined our nation, starting with Mr. Nathan Hale's zeal for his country in this first book. Spoiler Alert- Nathan doesn't die... yet.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlhp18O1baqm3Mz0iE0pC09HWcyNMADp2CiB2HC7PumC_gSuaQJFNgXJhVnk6PmTt2X00B8Gsw3r3EssOqw7xHPi7faobx68eovWURHW0VieKdLKMgpclewVmYU-JRydrNF3OZnl8dD0u0/s1600/hale+cover.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlhp18O1baqm3Mz0iE0pC09HWcyNMADp2CiB2HC7PumC_gSuaQJFNgXJhVnk6PmTt2X00B8Gsw3r3EssOqw7xHPi7faobx68eovWURHW0VieKdLKMgpclewVmYU-JRydrNF3OZnl8dD0u0/s320/hale+cover.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Me (trying to look tough) with "One Dead Spy"</td></tr>
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<br />
<b>USE THE BOOK:</b><br />
<br />
<span style="color: red;">This book would be a good one for a book club because kids will want to hold this book.</span> Sorry, it isn't a read aloud. It is, however, the perfect book to work in a cross-curricular manner between art, language, reading, and social studies. The book has SO many uses, but I'll just jot down a few...<br />
<div>
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<b>1. Comparative Study:</b><br />
Most teachers and homeschool parents have an official textbook adopted for instruction. <span style="color: red;">Crosscheck facts, dates, and ideas</span> presented by Hale . Compare what his "research babies" have collected for him (see the back of his book for a joke about how he got his research). Make a <a href="http://www.math-aids.com/Venn_Diagram/" target="_blank">Venn Diagram</a> showing the relationship between the two sources. In some cases, the information will all be in the middle area; however, some texts will contradict or have different details.<br />
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<b>2. Class Debate:</b><br />
While I normally save discussion prompts for the end of the post, I thought the actual structure and style of the book to be an important question to debate in the classroom.<br />
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Most people I have met really like this book and find it to be a great springboard for discussion; however, some may actually find it offensive that great heroes have been reduced to fake, comic book-styled icons. Thus, <span style="color: red;">a debate is a great way to get kids to consider the merits of <b>both arguments.</b></span><br />
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Divide the class into two groups: one side will take the stance stating it is honoring to Nathan Hale and the other men and women presented in the text to be immortalized in this graphic novel. The second half of the class will argue it is disrespectful and demeaning to the characters to be reduced to a comic book. No matter the child's perspective on the novel, make the children find arguments for their assigned parts.<br />
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After a good 10 minutes of discussion in the own groups, have students pick a buddy from their side. This newly formed pair will then meet up with a pair from the other point of view. For another 4-5 minutes, have the teams debate it out--not argue. Tell them t<span style="color: red;">he point of the debate is to bring up valid points, not to knock the other side down.</span> A good example is to say:<br />
<br />
<i>"If you are in favor of the novel's portrayal of the American heroes, you wouldn't say: 'You guys who are against the book are stupid. Obviously this book is good because it is. You are just dumb.' Clearly, someone who uses name calling hasn't made any arguments for their side--it makes them look like they have no evidence to defend the book." </i><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXC5TLW_GNhUDqyOwgThlboSR79A-fmWLptDrA0ODo6IPlL6r1RHJGAlEqyc3lDW_5c3gkgsXm2vkqfeGpN1oiOk7atntMhKUiAlIJmxQ64RvpGB_aodlFiiekbPgz0wu5Ub_SybOVgm9R/s1600/hale+inside.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXC5TLW_GNhUDqyOwgThlboSR79A-fmWLptDrA0ODo6IPlL6r1RHJGAlEqyc3lDW_5c3gkgsXm2vkqfeGpN1oiOk7atntMhKUiAlIJmxQ64RvpGB_aodlFiiekbPgz0wu5Ub_SybOVgm9R/s400/hale+inside.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Some of the opening pages of this hysterical-historical book.</td></tr>
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<span style="color: red;">Evidence is the key word.</span> Make kids think: Why is the book's style good? Why is the book's style bad? While I tend to think this book is nothing less than fabulous, I can come up with a handful of valid ideas to counter my own beliefs.<br />
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At the end of the small group discussions, <span style="color: red;">have students create <a href="http://www.zoozo.org/309204-t-chart-template" target="_blank">t-charts</a>,</span> then have each group share some of the debates that went on in their groups. Each student is now able to collect information on both sides of the argument.<br />
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Finally, have students form their own opinions and <span style="color: red;">write a persuasive paper </span>on the novel. Challenge students to include specific details and counterarguments.<br />
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<b>3. Comic-ing All of History:</b><br />
This book inspires me to consider what <span style="color: red;">other significant events could be told in graphic novel format</span>. Think about all of the history lessons you teach, and consider one that lends itself to a good visual. The formation of the California missions? Ancient Egypt?<br />
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Give students a basic <a href="https://www.google.com/search?q=comic+book+page+template&rlz=1C5CHFA_enUS614US614&espv=2&biw=1280&bih=598&site=webhp&tbm=isch&tbo=u&source=univ&sa=X&ved=0CB0QsARqFQoTCJX28Nfz58YCFWTmpgod6dIAlg" target="_blank">comic book template</a>, and ask them to plan out a three-paged comic book-styled work that tells of one event in history.<br />
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Hale's novel has a great sense of wit, storytelling ability, and historical fact in his work. Students can have the same in their own work. For added learning, have students make a reference page where they can cite where they found their information.<br />
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<b>4. Discussions/Writing Prompts:</b><br />
<b><br /></b><span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books (and in this case comic books) don't need to stop in second grade!</span><br />
<b><br /></b>1. What aspects of this book's format (graphic novel) cause you to see something new about America's history?<br />
2. Though Nathan Hale is famous for being a spy, the book doesn't paint him as the greatest spy. What traits do you think define Hale and his legacy?<br />
3. The book brings up the use of mercenaries in war. Do you think it is right for people to fight in wars that are not their own? Why or why not?<br />
4. Were the Revolutionaries moral in their methods? Killing, stealing, destroying property, and cursing are just a few of their moral ambiguities. Were the British moral in their methods? "Over" taxing the people, killing, stealing, and leaving POWs to die are just a few of their moral ambiguities.<br />
5. If you could write a letter to George Washington to tell him of how Nathan Hale should be remembered, what would you say?<br />
<i><br /></i><i><br /></i><br />
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I hope you enjoy "Nathan Hale's Hazardous Tales: One Dead Spy"... And I hope you and your kids learn something from this hysterical-historical adventure.<br />
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Happy learning!<br />
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Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0tag:blogger.com,1999:blog-306287991222105621.post-49978918957523713252015-07-18T15:15:00.001-07:002015-07-25T07:59:49.481-07:00"The Flower Man" by Mark Ludy<br />
<b>THE BOOK:</b><br />
<a href="http://www.markludy.com/" target="_blank">Mark Ludy </a>created a wordless picture book about a man who moves into a colorless world and brings color to it through his care, kindness, and foliage that follow him. There are a bunch of random story lines, if you look for them, and kids enjoy looking at the Hallmark-lady-styled characters (<a href="http://www.hallmark.com/online/maxine/" target="_blank">Maxine is her name, I guess</a>). The story goes quickly, in this 10-12 page double-spread story (21 printed pages in all), and has dozens of characters whose lives are changed by the Flower Man coming to town. It is perfect for ages 5 on up to enjoy a unique story--younger kids, however, seem a little bored and slightly overwhelmed by all the details.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjatoNJFc9gU42goKllRRs75OhmtLMhhp0Jdja2BfRMj-7LcR10cdmNzuclWR6Y78OlAzSQdVVF6n7dSQ8x0pyOm6dHWkNQOQqy4jC0R0xqVtJL6XBDViEFGXENsNToLKx_H0ciSoeYgG8r/s1600/flowerman.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjatoNJFc9gU42goKllRRs75OhmtLMhhp0Jdja2BfRMj-7LcR10cdmNzuclWR6Y78OlAzSQdVVF6n7dSQ8x0pyOm6dHWkNQOQqy4jC0R0xqVtJL6XBDViEFGXENsNToLKx_H0ciSoeYgG8r/s400/flowerman.JPG" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Me and "The Flower Man"</td></tr>
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<br />
<b>USE THE BOOK:</b><br />
<br />
<span style="color: red;">This book would be a good one to start conversations with your kids.</span> It is not one that I'd use for large groups of children; it would work well in small groups or for writing and discussion. I highly suggest using it in groups of 4-6 during writers' workshop. Here are some ideas for you to steal...<br />
<div>
<br /></div>
<b>1. Write the Words to the Wordless Picture Book:</b><br />
This would be a fun, <span style="color: red;">visual writing prompt.</span> Have each follow the full story of The Flower Man, and then have them each write what is happening holistically. Don't let students just focus on one small storyline; have them consider what a picture book author would say for the entire page. For an added bonus, have each child create a "secret last page" for the book. They can each draw an accompanying picture of what happens after the book ends. I find this is an interesting task to consider what the author would have said in his narrative. With older children you can consider narrators (e.g first, second, third person limited, third person omniscient). This will help them focus on the BIG IDEA of the work.<br />
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<b>2. Characterization Activity:</b><br />
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Ask the kids to <span style="color: red;">write a narrative</span>, at least four sentences in length, <span style="color: red;">focusing on one subordinate character</span>. My suggestion is to have kids first find a character they think is interesting on page one. Without telling anyone in the room (this becomes important later), the child will write one sentence for each page of action. Once each child's description is complete, have students read their writing in front of the class without physically pointing out which character they have chosen. If the class can identify who the character is by the end of a child's piece, there is enough detail in the child's writing. If not, the child needs to add more detail to his/her work. For instance, a child may write:<br />
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<i>He dozed off. Nothing could wake him. He sat there, ignoring the world around him. </i><br />
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If this is all a child wrote, there isn't enough to distinguish this character from the others--it could be the old man on the bench or the fat man in the tub. Thus, she/he needs more description. Like this:<br />
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<i>He dozed off on the bench. Nothing could wake him. He sat there, ignoring the world around him. That is, until The Flower Man tiptoed past him. He lifted his left eye and smirked at the old man.</i><br />
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The above sentence, thanks to the specific nouns of "bench" and "Flower Man", let us know which character is described.<br />
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The game can develop into which student can identify the character first (thanks to the great descriptive narrative), or which writer can keep his/her character a secret until the third or fourth sentence. <span style="color: red;">Whatever the task, the fun is in the sharing and revealing that word choice matters. </span><br />
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For younger kids, they could verbalize their ideas, but encourage them to write! Gibberish to you is writing to them! Write, write, write!<br />
<b><br /></b><b>3. SWBSTF:</b><br />
Have students select three characters in the book using the <span style="color: red;">SWBSTF Method (Somebody wants, but, so, then, finally) </span>to understand the structure of story lines embedded in the book. For instance, the obese man in the bathtub may be a good example... we'll call him Herb. A student who selects Herb would write:<i> </i><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjint_D36A1w8J2wo_cuxdUDsV4D6Vzk2jaJS8maSFaiBVBIK_dYadvrYQpeC50asPFR5gtueokN3dglMxQVGTBACv9d9QZNOcJKstlAVf17xOCTvUGKWhUkQuaJiluw4GftgvJ4L3ON8tZ/s1600/herb.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjint_D36A1w8J2wo_cuxdUDsV4D6Vzk2jaJS8maSFaiBVBIK_dYadvrYQpeC50asPFR5gtueokN3dglMxQVGTBACv9d9QZNOcJKstlAVf17xOCTvUGKWhUkQuaJiluw4GftgvJ4L3ON8tZ/s320/herb.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">One of the many characters from the book.</td></tr>
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<i><br /></i>
<i>Herb is bored and wants something to do, but he is alone and in a bathtub. A bird comes to Herb's window, so Herb doesn't feel alone. Then the bird gives Herb the idea to see the outdoors. Finally, Herb climbs up to the top of the roof, clad only in his bath towel, and joins the birds. Thankfully, Herb doesn't feel alone anymore.</i><br />
<i><br /></i>
<span style="color: red;">This process helps students see the basic structure to any story. I suggest modeling it with The Flower Man himself.</span><br />
<i><br /></i><b>4. Discussions/Writing Prompts:</b><br />
<b><br /></b>
<span style="color: red;">Use these prompts to talk about the book with your kids, or you can have them write their responses. Remember, picture books don't need to stop in second grade!</span><br />
<b><br /></b>
1. Why does the community change when the Flower Man comes to town?<br />
2. How can that change happen in our community?<br />
3. Do you think everyone is happy about the change in the community? Why or why not? Support your ideas with evidence.<br />
4. Since we only get one view of the street, we don't see what is happening anywhere else. What other stories do you think are happening behind the buildings?<br />
5. What is the difference between a community and a city?<br />
<i><br /></i>
<i><br /></i>
<br />
<br />
I hope you enjoy "The Flower Man"... And I hope you and your kids learn something from this quick and quirky tale.<br />
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Happy learning!<br />
<br />Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com3tag:blogger.com,1999:blog-306287991222105621.post-55203776771095731922015-07-17T21:12:00.000-07:002015-07-18T15:29:57.642-07:00What I plan on doing...This is a strange endeavor. I plan on writing a review and teacher/parent activity guide to 365 picture books/graphic novels over the next 365 days.<br />
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I don't know what sort of strange teacher on summer break "I-can-do-everything" sort of mind fog has come over me, but I am starting it. (And believe me, when I working in my classroom, teaching at the community college, and trying to raise an infant and a four year old, I think this is a stupid thing to add to my plate. But... summer fogs win out.)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGAkzRHQUtZtjjh5iUY5Y7YNiM0iAdO9LGchmB25V4XgI69YhGZAIMz3km9DQGnTCWG9Ld5l8W6ZfeE3o0ELjjpmhnx1F0Gw7K9dEpBX-a4LhN5bGAf4NWqZ5bIkYZViPtmlZNPVXBEWg1/s1600/url.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGAkzRHQUtZtjjh5iUY5Y7YNiM0iAdO9LGchmB25V4XgI69YhGZAIMz3km9DQGnTCWG9Ld5l8W6ZfeE3o0ELjjpmhnx1F0Gw7K9dEpBX-a4LhN5bGAf4NWqZ5bIkYZViPtmlZNPVXBEWg1/s1600/url.jpg" /></a>As a father, English teacher, Early Childhood Studies instructor, local Reading Association president, and self-proclaimed children's book lover, I wanted to create a go-to space for parents, teachers, and students to find ideas to start using picture books with kids. I will try to stay kid and learning-centric, because I am sick of everyone swooning over "Love You Forever" and "Goodnight Moon"--seriously, they have their place in the world, but to most kids they suck.<br />
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So this blog will journal my book reviews and things to do with books. It is partly inspired by a reading association friend who always says, "Picture books should be in secondary classrooms." I tend to agree, so I will bring up some books perfect for high school; however, this blog will mostly focus on elementary classroom uses. Many of the titles will be popular or familiar, while some will be obscure curiosities I discover along the way. (Hey, maybe some people will even send me some titles to check out.) I will throw in some graphic novels (I am a recovering comic book geek), and every so often I may even include more than just ideas... Stay tuned.<br />
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And now... onto a journey into 365 (more or less) picture books.Michaelhttp://www.blogger.com/profile/15136438870328068855noreply@blogger.com0