Stuart's Cape; Pennypacker, S.; Illus. Matje, M.; Scholastic, Inc.; 2002.
Pennypacker did a great job of writing from a boy's perspective!
This is a great book to read at the end of the second grade year. Students would enjoy listing other things they might be worried about—Who will be my teacher? What if the teacher doesn't like me? There is always the teacher that students don't want—What will I do if I get Ms./Mr. ____________? The list could go on and on. A discussion on these worries could follow with the teacher reassuring future third graders. At the conclusion of the book and discussion, students are asked to write letters of reassurance to the incoming second grade class. These letters would be displayed in the classroom at the beginning of the new school year.
Tuesday, April 22, 2008
Monday, April 21, 2008
Craft Lesson 5
Yum! MmMm! Que rico! Americas' Sproutings; Mora, Pat. Illus. Lopez, Rafael. Lee & Low Books, Inc. New York, New York. 2007.
What a great way to integrate Native American culture, eating well and writing!
During a lesson on Native Americans, third and/or fourth graders are introduced to this book. While reading, the teacher guides students into a discussion on eating healthy. Students discuss their favorite foods and how they compare to the foods in the book—"What other foods do we like to eat with corn?" "Other than butter, what can we add to it?" "What other food is brown and has a hard shell?"
In addition to the discussion, the students are introduced to the type of writing used in the book, "Haiku". After the class creates various poems, students are asked to choose their favorite Native American food and write a poem about the food.
As a closing activity to the lesson on Native Americans and poems, students display their poems for parents along with a tasty sample of their favorite food.
What a great way to integrate Native American culture, eating well and writing!
During a lesson on Native Americans, third and/or fourth graders are introduced to this book. While reading, the teacher guides students into a discussion on eating healthy. Students discuss their favorite foods and how they compare to the foods in the book—"What other foods do we like to eat with corn?" "Other than butter, what can we add to it?" "What other food is brown and has a hard shell?"
In addition to the discussion, the students are introduced to the type of writing used in the book, "Haiku". After the class creates various poems, students are asked to choose their favorite Native American food and write a poem about the food.
As a closing activity to the lesson on Native Americans and poems, students display their poems for parents along with a tasty sample of their favorite food.
Chapter 12
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
I love Historical Fiction! It's fun to read about "regular" people from the past. Those people who were living when history was being made. I felt validated to find so many of the books I have read listed on the "Historical Fiction Reading List".
I love Historical Fiction! It's fun to read about "regular" people from the past. Those people who were living when history was being made. I felt validated to find so many of the books I have read listed on the "Historical Fiction Reading List".
Tuesday, April 1, 2008
Craft Lesson 4
My Many Colored Day; Seuss, Dr.; Random House, Inc., New York, New York; 1998.
(I first read this book with my two year old grandson, Mason. I used it to help him learn to identify colors in voice and in sign.)
With a Pre Kindergarten or Kindergarten class, this is a great book to use when introducing colors. As the book is read, students discuss the color and identify an object in the classroom of the same color. After reading the book, students are asked to draw a picture with three of their favorite colors.
In the first and second grade, I would use this book to discuss personal feelings. Begin with a discussion on the different colors. As you read, talk about the author's association of colors with feelings. As the reading continues, ask students what feeling the author will associate with a specific color. At the end of the reading, students use different colors to write about their feelings. After writing, have students share. On butcher paper, note what color each student identies with different feelings, then compare similarities and differences.
(I first read this book with my two year old grandson, Mason. I used it to help him learn to identify colors in voice and in sign.)
With a Pre Kindergarten or Kindergarten class, this is a great book to use when introducing colors. As the book is read, students discuss the color and identify an object in the classroom of the same color. After reading the book, students are asked to draw a picture with three of their favorite colors.
In the first and second grade, I would use this book to discuss personal feelings. Begin with a discussion on the different colors. As you read, talk about the author's association of colors with feelings. As the reading continues, ask students what feeling the author will associate with a specific color. At the end of the reading, students use different colors to write about their feelings. After writing, have students share. On butcher paper, note what color each student identies with different feelings, then compare similarities and differences.
My Many Colored Days
Seuss, Dr. Illus. Steve Johnson and Lou Fanchere. Random House, Inc., New York, New York, 1998.
What a wonderful surprise this book was! The illustrations were great, but more importantly (to me), I understood every word without have to read and re-read! I have never enjoyed a Dr. Seuss book, until now. And, I was finally able to read a Dr. Seuss book to one of my grandkids.
What a wonderful surprise this book was! The illustrations were great, but more importantly (to me), I understood every word without have to read and re-read! I have never enjoyed a Dr. Seuss book, until now. And, I was finally able to read a Dr. Seuss book to one of my grandkids.
Chapter 11
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
After reading The Whole Sky Full of Stars (Saldana, Rene Jr.; Wendy Lamb Books/Random House, 2007) and Finding Our Way: Stories (Saldana, Rene Jr.; Wendy Lamb Books/Random House, 2003) I wondered what type of writing these books fell under. I think this chapter helped me find my answer. I found myself smiling as I read these books. I was able to identify with the characters as they switched from speaking English to Spanish and back to English—this is really how we (I) talk! It was great to see it in writing!
After reading The Whole Sky Full of Stars (Saldana, Rene Jr.; Wendy Lamb Books/Random House, 2007) and Finding Our Way: Stories (Saldana, Rene Jr.; Wendy Lamb Books/Random House, 2003) I wondered what type of writing these books fell under. I think this chapter helped me find my answer. I found myself smiling as I read these books. I was able to identify with the characters as they switched from speaking English to Spanish and back to English—this is really how we (I) talk! It was great to see it in writing!
Chapter 10
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
I thought I was a big fan of "fantasy", until I read this chapter. I really enjoy/ed Cinderella and Charlotte's Web, but I still don't like/appreciate/understand Alice in Wonderland. Also, I thought I didn't like Science fiction, but I like "talking animals" and "magical beings". Consequently, I learned I didn't know the definition of "fantasy".
I thought I was a big fan of "fantasy", until I read this chapter. I really enjoy/ed Cinderella and Charlotte's Web, but I still don't like/appreciate/understand Alice in Wonderland. Also, I thought I didn't like Science fiction, but I like "talking animals" and "magical beings". Consequently, I learned I didn't know the definition of "fantasy".
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