Book Review / Literature

A response to… Cathedral: The Story of Its Construction by David Macaulay

Part One:

Book Information:

Macaulay, D. (1973). Cathedral: The Story of Its Construction. Boston, MA: Houghton Mifflin Company.

Genre: Informational Text, Common Core Exemplar, Children’s Literature

Grade Level: Independent Reading Level (grades 6-8). Read Aloud (grades 3-5).

 

Part Two:  Response to the book: Predictions, thoughts about craft, connections, issues, or prompts.

topWhen I first googled this book, I was amazed by the cover image. I thought this book would have some detail provided about constructing Cathedrals, but I also thought it would be for lower grade elementary students. Once I started flipping through the pages, I saw the writing was pretty little, and the images were basically huge! Every single page is covered with detail in the images. In fact, there are probably more images than words in this book, yet still there was tons of information translated through words. I first read the preface and it discussed that The Cathedral of Chutreaux is imaginary, but the methods of construction were still
used by many. It also discussed that these Cathedrals were created during the 12th, 13th and 14th centuries. Remembering that technology was not near as advanced as where we stand today, they amount of labor, work, and time that went into building these Cathedrals is honestly epic! It is amazing how many people it took to create these, and all of the preparation they needed to even begin building. There is a part in the book that discusses one of the Superintendents (overlooking the construction processes) passed away after falling of a Scaffold. I actually thought
about this prior to this section, and wondered just how many risked their lives (because of the height) and unsafe measures taken to transport these ridiculously heavy resources. It is just amazing. And just imagine the amount of work that could even be completed in 1 day, when it took 2 or 3 hours to pull up a gigantic arch from the ground or enormous pieces of wood transported from Scandinavia. Wonderful resource for kids to learn about resources and how structures were created, especially Cathedrals.

Wow, this book makes me feel lazy, just sitting around reading about it.

 

Part Three: Critique of plot, setting, theme, style and point of view.   

The images in this book were amazing! I couldn’t stop staring at all the detail that was present in the images. There was so much to look at, one could get lost in the clever little figures that were displayed. The use of lines were clearly used and provided so much detail to the artwork. Very fine lines were used, it almost looks like stitching. It was easy to contrast the important structures in the images, since the illustrator used only black and white. The scenes clearly captured the historical setting and true reflection of the middle ages. Costumes, hair, and backgrounds all displayed images related to the 12th, 13th and 14th centuries.

cathedral foundationThere is so much information in here about Gothic Cathedrals! Not only does the author discuss the importances and why they were first created, but they also go into depth with how they were constructed. Each and every piece! They began with finding the resources, bringing in the resources, and showing how much hard labor was involved. it took years, nearly 200 to create the worlds tallest, longest, and widest Cathedral! The author not only discusses the resources, but the tools used with those specific resources, and how the resources were transported and put into place. As months and months go by in this textbook, it is pleasing to read the great amount of progress that took place when Cathedrals were built. Although these Cathedrals could take decades, they could also last possibly twice as long.

This book is wonderful. It was well put together, and the images clearly compliment the text with detail. The book is easy to follow and engages the reader with the images. I can definitely see why this literature represents a a common core exemplar.

Washington National Cathedral in Washington, D.C.
washington national cathedral

Part Four:  Lesson Plan / Activity Sketch

Common Core Standards Grade 6

CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

CCSS.ELA-LITERACY.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CCSS.ELA-LITERACY.W.6.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Discussion questions:

  • How were Cathedrals constructed in the Middle Ages?
  • Why were Cathedrals so big?
  • What are Cathedrals used for, and what do they represent?
  • Does the United States have Cathedrals?
  • How do you think it would take to build these Cathedrals?
  • What type of resources do you think they had? What types of resources do you think they used?

Objective:

  • Students will understand the different types of resources used when building Cathedrals in the middle ages. (Some resources had to be shipped in from other countries, while others were provided on their own lands).
  • Students will use the correct terminology/vocabulary when discussing the different parts.
  • Students will be able to list/name the tools used and be able to discuss which resources they were used with. (Woodworking/Metalworking/Stone working/Blacksmiths)
  • Students will be able to build their own floor plan/model on paper using the template in the textbook (pg.12).
  • Students will understand the overall process and length of time to construct Cathedrals and related Structures.
  • Students will construct their own Cathedral (in groups) from the floor plan map they created. They will model the display using any and all resources they have, so long as the structure carries the various symbols.

Lesson outline:

Begin with some of the discussion questions to pick out what students know about Cathedrals. Have the ever visited one? Have they ever seen one? Do a google search and start looking at some of the different Cathedrals around the world.

Begin reading the book. Students can either read the book themselves (over a period of time) or it can be read aloud as a class or from the teacher. To ensure students are grasping ideas, I would suggest the teacher read and discusses as they move along.

Once they book has been read, allow for an open discussion to recap on some of the main points. Why are Cathedrals important and how were they constructed so well in the middle ages? Other discussion questions can be used here as well.

Put students into groups. If you really want students to accomplish creative Cathedrals have then work in groups of at least 5 or 6. There is a glossary in the back of the book. Make sure they list some of the major vocabulary terminology used for Cathedrals and the different parts. These parts must be included in the creation of the floor plan and Cathedral structure. (Make it a requirement for students to include at least 10 terms.

floor plan

Additionally, they will need to make a list of the different tools that are used and how they are used (with what resources; rock, wood, metal, glass). This will give students the knowledge they need to know how the Cathedral was structured.

Once they have their models and resources listed out, they will then begin constructing their real Cathedral structure. (Hint* you may want to have students start collecting resources or allow them some time to collect resources used for this project. There are 6 members in a group, they can each agree to bring something they find from around the house. Even sticks and leaves could be used!). Once the final project is complete students will display theirs to the rest of the class. Have then discuss some of the conflicts, or road blocks they came across. Did they run out of resources? Did they have enough time to construct it like they wanted exactly? Where there enough people to construct the model?

 

Links to outside resources:

1) Video of Building ancient Gothic Cathedrals. If you click on the picture, it will allow bring up the video. (It is almost an hour long, so this can be used to display to the whole class after reading the text and if more time is allowed).

Tiffiny, S. (n.d.). Building the Great Cathedrals. NOVA: Building the Great Cathedrals. Retrieved April 26, 2014, from http://www.pbs.org/wgbh/nova/ancient/building-gothic-cathedrals.html

2) This is a link to a shorter video on YouTube that discusses the construction of Gothic Cathedrals. The information in this video clearly outlines the textbook Cathedral: The Story of Its Construction, by David Macaulay.

David Macaulay – Gothic cathedrals. (n.d.). YouTube. Retrieved April 26, 2014, from http://youtu.be/xkfmK-CLvcc

3) This is a video I came across of someone who created a Cathedral through the Minecraft game. It is pretty remarkable what children are capable of. I found this interesting, and I think that students today could even be challenged with something like this as a side project.

Minecraft Epic Cathedral (2,082,348 Blocks used). (2012, October 30). YouTube. Retrieved April 26, 2014, from http://youtu.be/44jt-Fu19X4

4) This site can be really interactive as it provides virtual reality tours of various structures, including Cathedrals. Google Earth does allow users to create their own virtual tours and students love to interact with these tools. The Washington Monument is found in Washington, D.C.

Google Virtual-Reality Tours. (n.d.).National Cathedral.org. Retrieved April 26, 2014, from http://www.nationalcathedral.org/visit/onlineGoogle.shtml

5) BBC provides a number of interactive videos, games and quizzes on history. This interactive video allows students to view and read about the construction of an arch, made in a Cathedral. It additionally asks a series of questions and builds an arch if the student provides the correct answers. Many of the specific vocabulary is included.

Build An Arch Animation. (n.d.). BBC History. Retrieved April 26, 2014, from http://www.bbc.co.uk/history/interactive/animations/arch/index_embed.shtml

6) This is a website created by a teacher, which has some really great resources and ideas. This particular page discusses the middle ages for kids, so they can explore on their own. Additionally, there are a vast amount of resources for teachers and students found within the site.

Middle Ages for Kids – Cathedrals, Chapels, Churches. (n.d.). Medieval Europe.MrDonn.org. Retrieved April 26, 2014, from http://medievaleurope.mrdonn.org/cathedrals.html

7) Lastly, there is even a board game (unfortunately 2 player max) that students can play creating a Cathedral. This site explains the game and rules. Here is the site: http://www.cathedral-game.co.nz/intro.htm

 

A review of TTYL, by Lauren Myracle

Part One:

Book Information:

Myracle, L. (2004). Ttyl. New York: Amulet Books.

Genre: Challenged Book, YA novel,

Grade Level: (7-12), YA, Adult, Teenagers

This book has minor sexual language and mature content.

 

Part Two:  Response to the book: Predictions, thoughts about craft.


 emoji thumbAs I first suggested due to the title, TTYL, I predicted this book would be about teen girls or high school students. The cover of the book has emoji’s and is pink in color which suggests it is being promoted to teen girls. I thought at first that the book was written in texting format, but it is actually written in instant messaging format. Honestly, it seemed a little young for my taste, but I wanted to venture out of my comfort zone, and take a step back into the minds of high school students. The cover suggests the novel is about three high school friends who run across normal high school drama encounters such as boy conflicts, a queen bee or popularity contrast, and crushes towards high school teachers. Immediately I was reminded of my high school experience, and all that I went through during that time.

The book was a little hard to read at first, because you are trying to identify who is saying what. The whole book is written in instant messaging format and only consists of the three girls talking after school or on the weekends about their days. You can instantly get a feel for the girls personalities from the discussion, and you begin to be intrigued with the normal situations that happen in other people’s lives. The more you read, the more you are acquainted with who is speaking and the easier it becomes to read. It was still challenging though, because there were a few times when I had to backtrack to understand who was talking about what. Also, the abbreviations caught me off guard at times, even though it was easier to understand what they meant because I have use them all the time. Clearly the author was promoting this book to young middle school/high school students or even young adults. Before I begin to critique, here is a recap of the book.

TTYL is about three 10th grade girls (Zoe, Maddie & Angela), who are best friends and whom encounter normal high school situations, just like everyone else. Zoe is a young innocent girl who works hard at her grades and her parents are always wanting her to become better. She encounters a teacher who is faithful to the Christian community and who invites her to participate. As she begins to explore her faith, she realizes that her teacher is hitting on her and making inappropriate gestures. She is constantly reprimanded by Maddie who disagrees with her teachers behavior, and warns her of his previous encounters of flirting with students. Maddie, on the other hand is nicknamed “mad Maddie” as she is a little feisty and outspoken. Maddie constantly is disgusted with a classmate, Jana’s actions and words. She later forgives and becomes friends with Jana upsetting Zoe & Angela while leaving them behind. Although the three girls still continue to talk, for the most part, until Maddie sees that Jana purposely embarrassed her while attending a frat party and drinking a little too much. She was tormented with Jana spreading rumors and sending pictures of the event. She went at least a week or so without even speaking to Zoe or Angela because they were talking about her behind her back. Angela, on the other hand, is boy crazy and falls in love so quickly with a hunk. Later, he turns his back on her and dates another girl that Angela can’t stand, and she looks elsewhere to distract herself from a broken heart. The entire book the girls talked about planning a trip Thanksgiving break because Maddie is 16, and getting her license. After begging their parents over and over, they decide to bring along a friend who is 18 so their parents would let them go. Near the end, it was decided they were all allowed to go, but unfortunately, the book ends before they even take their trip! Maddie forgives Zoe and Angela in the end, and it ends with a conversation of just Maddie and Zoe. While Angela is waiting for Maddie to pick her up for breakfast, Maddie forgets for the second time while she was speaking with Zoe.

Part Three: Critique  

bannedI can see why this book was classified as a Challenged/Banned book, but it is really a well written book. I like the format of instant messaging, because it seems to fit well with the targeted age group. The difference in text colors easily helps to understand who is speaking to who, and becomes less confusing as you learn the patterns. It was a little complex to read at times, as I had to go back and reread parts to either see who was talking, or what the text meant. Other parts I felt I could skip through because it was such small talk. Then again, I felt the small talk with the real life situations presented in this book helped engage the reader. Of course, there is the issue of sexual language, or sexual content being presented. There is also other foul language and implications presented, like the teacher making moves and flirting with students. Also, Maddie does drink alcohol at a party (while underage) and they all at one point either lie, or attempt to lie to their parents, just like some teens do. Do I feel this book is inappropriate for middle high schoolers or high school students? Probably not. Although I am not presenting the idea of promoting books about sex or with dirty language, I would like to say that most teens are already talking about this stuff with their friends, maybe even with their parents! They are teens! Sex education is taught to those in middle school even, so if it is the sexual content and language being identified as the portion that should be banned, that would be silly. I think this book might help reach out to those teens curious or those who encounter problems like this. These are everyday normal situations for junior high and high school students; these students are not being introduced to anything new. Additionally, maybe this book will help bring up the topic for those students and their families or parents. It helps to talk about these things when they are dealing with peer pressure from friends/classmates. Overall, the book has a good theme, plot and realistic approach that could attract young adult, teenage readers.

Part Four:  Lesson Plan / Activity (Grades 8)

Since I plan on teaching upper elementary, and this book has a mature approach, I will stick with an eight (8) grade activity.

Common Core Standards:

  • CCSS.ELA-LITERACY.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Objective:

  • Students will illustrate a collaboration of ideas through a group wiki and promote the difficulties of situations presented in this book (teacher/student relationship, difficulties of dating, peer pressure with drinking/drugs or going to parties, lying to parents, and true friendship).
  • Lesson outline:wiki
    Using a group wiki students will compare and contrast ideas and relationships between the difficulties and include their own opinion and or experiences. They may use images, quotes, text, drawings, tables, charts, statistics, whatever they choose to include. Students will work in groups of 4. Once all groups have completed the assignment, ideas could be shared to compare similarities and differences of thoughts throughout the classroom.Discussion questions:

    • Do you feel that Zoe’s relationship with her teacher Mr. H was inappropriate? If you were her friend, would you tell a school member about this?
    • What are the effects of peer pressure in junior high / high school? Are you classified into popularity groups? Are the popular ones considered, “bullies?”
    • They say that high school friendships rarely last because everyone goes about their separate ways. Do you know of anyone who has been friends since high school or even before? Do you believe friendship lasts forever? What are some of the qualities in a “true”  friend?
    • Have you ever lied to parents about where you were going? It is said, honesty is the best policy. Do you believe in this? If you were honest to your parents about where you were going before hand, do you think they would appreciate that more? Do you think it would change their mind about you going? Why not? Lets not forget, safety of our children most important.

    Links to outside resources:

Book Review: Persepolis

Part One:

Book Information:

Satrapi, M. (2003). Persepolis. New York, NY: Pantheon Books.

Genre: Graphic Novel / Memoir, autobiographical comic

Grade Level: Grades 7-12, young adult, adult.

I would actually suggest that teachers get permission from student’s parents to read this book. There is some graphic violence and sexual content discussed in this book. Rather than upset the parents, teachers should obtain permission slips to read and analyze this book, putting it into context to history, multiculturalism, social sciences, and geography.

Part Two:  Response to the book: Predictions, thoughts about craft.

I absolutely loved this book! I am looking forward to reading Persepolis 2: The story of a return. I can’t wait to see what happens. The first book kind of left the reader wanting to know more, or what happened next. I never really enjoyed reading throughout school, nor even after that. But I can honestly say I couldn’t put this book down. I did a little background on the author while I was studying for references (listed below under resources). Come to find out, the author also created a film based on this book. Really neat! It is a foreign animated film she made while living in France, and I would be interested to watch it. It may be a little hard to follow because it reveals their language with subtitles, but I think it would be a good supplement to reading this novel.

After reading this novel, I learned a lot about the Islamic/Iranian culture & war. I knew the veils were worn to hide the women, but I never knew it was forced upon or feared not to wear it. This graphic novel had really good images that provided so much to the story line and were interesting to look at. Every image nearly had a different scene, and they portrayed emotions easily. I also liked the addition of the titles for each chapter, because I haven’t read a graphic novel that had chapter titles. Persepolis had a great storyline and was crafted extremely well. It depicted real life situations that happen during war through a child’s perspective. There was a little violence and sexual content within, which I was surprised to see. The author actually uses the word “fucked” and that probably isn’t the most appropriate way to say it. Although she is probably trying to reveal the truth and exert emotion, it was a bit of a shocker.

In comparison to A Game For Swallows, I find this storyline a little more interesting. I am not exactly sure why, I just felt it was easier to read (less confusing), a little less busier (the images), and a little more knowledgeable about the culture and war.

Part Three: Critique  

This was a graphic novel based on an autobiography of young Marjane Satrapi living in Iran during the Islamic Revolution. Persepolis is reference to the capital of the Persian Empire. It discusses Iran’s political past and current revolution. It depicts heroes and Villans, and other characters of importance. The use of symbols relevant to the culture is used in chapter titles. The bicycle, letter, water cell, celebration and the sheep. It also symbolizes the F-14’s, jewels, and the key (promise to the poor). The forbiddance of wine/alcohol and the challenges of obtaining passports additionally demonstrate the true cultural experience. This book illustrates a realism which readers can connect to. I wish more authors would come out with books that share their cultures. I believe people find interest in learning about first hand experiences. Wonderfully written, I would definitely suggest this book to young adult/adult readers.

Part Four:  Lesson Plan / Activity (Grades 7-12)

Using the Common Core State Standards:

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

  • CCSS.ELA-LITERACY.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

  • CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

  • CCSS.ELA-LITERACY.RST.6-8.8Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

  • CCSS.ELA-LITERACY.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Objective:

  • Students will be able to effectively use research techniques using the computer and internet.

  • Students will present knowledge based on research obtained, in groups.

  • Students will use technology (powerpoints, using a web tool, videos, etc.) to present.

  • Students will be able to identify facts about the Iran/Islamic/Persian Culture and war.

**Students will use the webquest resources and the graphic novel to support their presentation.

Lesson outline:

  • For this lesson I would have students read the book over a certain time period. (Maybe 2 weeks?)

  • After creating a webquest for the Iran/Islamic/Persian cultures, students will begin their webquest in groups. Obtain a role, gather research & facts related to their role, and present the information in class using technology.

This project may take 2-3 weeks (depending how much time you want them to spend on the research portion, and the availability of computers. Also, depending on the grade level, teachers could increase/decrease complexity.

Discussion questions:

  • Why did Marji want to be a prophet?

  • Why did people oppose the wearing of the veil in the very beginning?

  • Why does American pop culture have such an influence on Marji and kids her age?

  • What effect does the war in Iran have on Marji’s daily life? Does the Iran war affect people in America?

  • What happened to Marji’s grandfather?

  • Why do Marji’s parents think it is better for her to live in Vienna, than be home with them?

Links to outside resources:

The California Science Center in Los Angeles displayed an exhibit almost 2 years ago called 1001 inventions. Here is a link to a PDF. that displays the highlights of that exhibit. I actually got to see it myself, it was really neat! They also have been touring this exhibit to other countries. http://www.californiasciencecenter.org/GenInfo/MediaRoom/PressReleases/1001Inventions/1001_Highlights.pdf

Book Review: A Summer To Die, by Lois Lowry.

Part One:

 

Book Information:

Lowry, L. (1977). A Summer To Die. Boston, MA: Houghton Mifflin.

Genre: Pre-1990 YA novel, Children’s Juvenile novel, Realistic Fiction, Death.

Grade Level: Grades 6-8, young adult.

 

Part Two:  Response to the book: Predictions, thoughts about craft.

I first picked this book because it was sort of “girly.” The summary suggests this book is about two young sisters who move to a small house in the country, while later something dramatic happens to one of the sisters. I never expected this book to have such an emotional connection that I experienced. It was a realistic fiction that portrayed many difficulties we face in our own lives. This book had emotional connections to sisterly and brotherly fights/love, moving to a new house or city, true friendship, births, and deaths of those close to us. It also hit home to those who are close with their families.

I will admit, I started to possibly shed a tear in this book near the end. Something dramatic DID happen to one of the sisters, yet it was still a happy eventful ending. I think it sort of hit home because it made me think about the relationship that I have with my sister. Similar to the book, we are quite the opposite. We fight, argue, disagree, and share silly, happy memories. But under NO circumstance, you would never want/expect anything bad to happen. You sometimes look back and regret things you say. In the end, none of that really matters because they will always be apart of you. I honestly couldn’t put the book down.

 

Part Three: Critique  

A Summer To Die For, by Lois Lowry was a great book with tons of emotional connections. I believe the book was geared towards young females or adults because the story is mainly about two sisters (Meg and Molly) and their family who move to a small country house so their dad can finish writing his book. When the sisters are confronted they leave are leaving during the school year they apprehensive about the move. The “smart” sister (Meg) with “not so good” looks also takes photography and amazing photos. The older, “beautiful” sister (Molly) with “not so many” smarts quickly gains a boyfriend and new friends shortly after moving. Meg eventually greets her 70 year old neighbor (Will) who later becomes one of her closest friends. He constantly works on his truck and happens to be a great carpenter who gives a Germany photo camera to Meg. Eventually Meg’s dad builds her a dark room and she teaches Will on developing photos. Molly ends up in the hospital because of a bloody nose, and Meg meets her new neighbors (Maria & Ben) with Will. Maria is pregnant and Meg was asked to take pictures of the birth. Meg later found out that her sister is dying of acute myelogenous leukemia. Meg’s dad eventually finishes the book and the family later moves back home in the summer after Molly passed away. Lastly, Meg visits a photography exhibit with her dad to see her image displayed (taken from Will) on the wall. As she immediately goes back to the small country house to visit Will, she begins to realize that always being hopeful tends to let you down. Therefore, if we not only think of the positive but the negative, we will be more prepared for what is to come.

This was a cleverly written book. Besides the emotional connection, it had a motivating moral for those who have lost someone, or those who are sometimes let down. There was not many images,  only one small black and white photo on the beginning of each chapter page. It worked for me though, because it sort of captured the story of each chapter. The pictures were very “homey” and included items like fireplaces, a window with flowers, teapots and dishes, and a bedroom. It didn’t really tell the story, but they fit in their place. The reading was really easy and went smooth. There was not a lot of hard word choices, which makes it a great read for students in grades 6-8 to engage with. It is easy to tell where the setting take places and where the characters are at all times. The amount of detail used in the sentences helps create a bigger picture and promotes creativity. I thought it was a great read!

 

Part Four:  Lesson Plan / Activity (Grade 6)

Subjects: Reading, Writing & Science

Using the Common Core State Standards:

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

 

Objective:

  • The student will be able to read grade level appropriate text.

  • The student will learn about a specific disease through someone they know, or learn about the disease listed in this book.

  • The student will become familiar with the use of the internet for researching. They will additionally become famliar with primary and secondary resources specific to their book.

  • The student will write a reflection about the disease of their choice and how it has affected their family/friends or others.

 

Lesson outline:

  • For this lesson, students will read the book on their own.

  • Students will then choose a disease that has affected their family/friends or themselves to study. If they don’t know of any, they can also choose the disease listed in this book, or a disease of their choice.

  • Students will research more information about their specific disease. Using the internet resources, 2 primary sources and 2 secondary sources, they will include these sources and facts in their reflection. (Teachers can provide these resources to students by checking out books from the library, or they can make a field trip to the library and practice checking out their own books.)

  • Students will write a reflection about their disease. They will provide a brief history, facts about the disease, and how it is affected their family, friends or themselves.

  • Because these reflections are somewhat personal, students can choose to share their reflections if they want.

 

Discussion questions:

  • Why do you think Molly’s attitude changed when she started getting sick?

  • How do you think Meg and her family felt knowing Molly was too sick to live?

  • Have you ever personally felt that you have caused a bad thing to happen because of things you may have said? (Meg regretted a few mean things she said and sometimes felt she caused the sickness to occur.) How do you feel about that?

  • Do you think a disease is something that is spread? Or do you think we

  • Does anyone know of a disease that has affected your family, friends or loved ones?

 

Links to outside resources:

  • Molly talks briefly about her first book A Summer To Die. Really interesting to see that part of this book is truth about her own family and sisters whom died of a disease.   http://youtu.be/5iQvBhdYIFc

  • Here is a link to a cool video that students created acting out scenes from the book. Great idea! http://youtu.be/cr8QTkK9yxU


Additionally, I like the idea for students to create an artistic image of Will. Meg takes over 30 pictures of will, none of which are shown and only described. Have students gather all the evidence they will need to create their own image and reflection of Will’s picture. This would also be integrating Art into the lesson!

Batchelder Book Review: A game for swallows: To die, to leave, to return

Part One:

Book Information:

Abirached, Z. (2012). A game for swallows: To die, to leave, to return. NY: Graphic Universe.

Genre: Batchelder award; graphic novel, multicultural/global, translated International autobiography, comic book, young adult.

Grade Level: Grades 6-8, young adult, adult.

I would highly suggest this book for mature readers. The reading level is somewhat complex, and scene changes can be quite confusing. I think it would work for students in grades 6th through 8th.

Part Two:  Response to the book: Predictions, thoughts about craft.

I made an emotional connection to this book. I think hearing the author’s viewpoint from a first person narrative made it more meaningful and true. I couldn’t imagine growing up in a world through war and seeing or hearing that in my daily life. Having to run and hide just to try and feel safe must have been an ongoing stressful experience. I think that I sometimes take a lot of things for granted so these books really help put things in perspective. It was easy to put myself in the shoes of the author and the family and wonder why they just didn’t leave and get away from it all. But there always seems to be something about the place we call home because it is comforting to us. Moving to another country or state would be hard for those who care about their culture. I belive the author really helped capture the setting and emotion throughout the novel. It was a really great cultural experience to read.

Part Three: Critique

This was a great book and truly deserved the Batchelder Award. Coming from the authors first hand experience it makes the situation and experience more real which engages the audience. I felt like some of the scenes were changed often, so it was sometimes hard and complicated to understand. For that reason, I would suggest that this book be read by young adult readers or those in 6th through 8th grade. The images of this book provided a great picture of the setting and amount of detail in the artwork displayed. They may have been simply drawn images, but the amount of detail in them was awesome. The scene changes were easily seen through the use of lines and borders around images. The author clearly depicted the characters voices from the narration by using a black border with white text or white border with black text. The language of the culture was also expressed, along with the art and types of foods eaten. This is a wonderful book to introduce to readers that will engage students with a real life experience from another perspective.

Part Four:  Lesson Plan / Activity (Grade 6)

Using the Common Core State Standards:

  • CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

  • CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

  • CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

  • CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person)

  • CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Objective:

  • The student will be able to read grade level appropriate text.

  • The student will be able to compare and contrast an audio documentary and a book in ways they are similar and different.

  • The student will be able to explain in a paragraph, ideas about the book and documentary.

  • The student will be able to describe the Israel versus Lebanon cultures using supporting facts from the book and documentary.

Lesson outline:

For my lesson activity, I decide to go with 6th grade because of the complexity level.

  • Students will read the book in groups of 2. Once they have read the book in their groups, they will have a book review discussion in groups of 4 or 5. (This way they can gather feedback/supporting details from other classmates to increase comprehension.)

  • Here is the website for a documentary. It is about an hour long, lots of subtitles (which could be difficult), so you may want to only show some portions of it.  http://www.youtube.com/watch?v=H-IO__Ni7bA. Granted this is not the only documentary out there, feel free to choose your own that you may come across.

  • Using the documentary and book, A game for swallows: To die, to leave, to return, students will make comparisons and similarities to the stories told in each. What are some of the same things that were discussed, and what were some of the differences that were expressed? They will use supporting facts to from the text and documentary. Students must have a total of 5 similarities and/or differences.

  • After 5 writing a paragraph essay explaining the similarities and differences, write one  paragraph in their journal that explains the importance of obtaining multiple references/reliable sources. Is it better to gain one’s story, or would it be more reliable to obtain many resources?

Discussion questions:

  • Can you remember a time that you were scared or when you didn’t know what the outcome would be?

  • Do you think that we may take things for granted in our daily lives (including receiving an automatic dial tone to call out), or fresh water from our local resources?

  • Would you pack up and move your family out of the country, or would you stay because you were at home and that is what feels safe?

  • What information do you think the author was trying to share?

  • Why is it important to be sympathetic to those in different cultures? How would you feel if you had to move to another country and were different from everyone else around you?

Links to outside resources:

Book Review: 14 Cows for America, by Carmen A. Deedy.

Part One:

Book Information:

Deedy, C.A. (2009). 14 cows for America. Atlanta, GA.: Peachtree Publishers.

Genre: Multicultural / Global Literature

Grade Level: 3-5; ages 7-11

Recommendations would include K-3rd grade students due to the simplicity of the words and font size choice. It is great for younger children since the pictures tell the story and perfect for third grade level students to read.

Part Two:  Response to the book: Predictions, thoughts about craft.

When I first saw the outside of this book and read the title, I had no idea what to really expect. The cover displays a gorgeous sky filled with a beautiful sunset. The title suggest the book could possibly be about… cows? The first page describes the location of the book taking place in Kenya. It then talks about a character (part of the Maasai tribe), and describes his life and culture. His name is Kimeli and he came to America on a scholarship to become a doctor. He happened to be in New York, on September 11, 2001, when the planes crashed through the World Trade Center. (At this point in the book, I wans’t expecting this tribe to be associated with this tragic situation so it actually caught me off guard.) The book then really caught my attention as I couldn’t wait to hear how this tribe sympathized for America.  It was the emotional connection that kept me intrigued.

The author informs the reader that cows are important to Maasai culture (cows = life), and when Kimeli finally saved enough to purchase a cow for his mother (as she has always wanted but could never afford), he decides to get the cow blessed and offer it to America for their loss (World Trade Center attack). Upon telling his tribe of the news and his plans, the tribe decides to present 14 cows to the United States Embassy. Both cultures, (America and the Maasai) make emotional connections and celebrate. Because of the connection between another culture and our own, I feel like this story suddenly had more meaning and became increasingly interesting. It made me want to learn more about the Maasai culture.

Part Three: Critique

This book had a wonderful story. I think it is a great story that helps us as a reader to make connections with this giving Maasai tribe. The images really help illustrate the culture that is described and provide a clear understanding of their environment, their clothing, and their daily lifestyles. The story was very warming and the images reflected true emotions. Between the big smiles, the droopy eyes, or the use of bright/dark colors, the images help make connections emotionally which capture the reader. The last page has a really close image of a young boy’s face, specifically drawing in on his eye. If you look even closer you will see the eye has it’s own picture, filled with red, white and blue colors. It almost look like another eye looking towards the left side of the page through those colors. I am not exactly sure what is going on here, but I know the artist is trying to show something. The words of the page suggest America as a powerful nation and the Maasai tribe as supporter. This book really helps capture some great emotions, not only with the images but the words written.

Part Four:  Lesson Plan / Activity (Grade: 4th)

Using the Common Core State Standards:

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

  • CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

  • CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and understanding.

  • CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Objective:

  • The student will be able to read grade level appropriate text.
  • The student will be able to work in groups while using the information in the book to define unknown vocabulary words.
  • The student will be able to present knowledge based from the book, and describe a character and his/her culture.

Vocabulary word recommendations list:

  • Supa-
  • Enkang-
  • Aakua-
  • Enkarus-
  • Nomadic-
  • Dung-
  • Provoked-
  • Embassy-
  • Diplomat-
  • Jounces-
  • Marvel-
  • Sacred Knoll-

Lesson outline: 

  • Because of the amount of different/challenging words in this book, there are a few different options for lesson ideas. You could A) have students actually look up these words using a dictionary or the internet (to also integrate technology), or you could B) have students infer the their thoughts and ideas about the definitions using the book’s content. Either option, I would put the students into groups and let them write some basic facts and and definitions using the book.

  • Students in groups will write down several important facts about a character. They can describe some of the following:  Where is the character from? What culture do they belong to? What types of rituals do they hold? What styles of clothes/accessories do they wear? What is important to them? What type of lifestyle do they live, and what are some of their daily activities? What is this character trying to share with you (what is the main topic of the story)?

  • Once students have their definitions and supporting details of their character, they will create their character (with their group) using materials that are available to them. Portray the way they believe this tribe/character should look.

  • Once all the information is obtained and their characters are created, students will present the information in their groups.

Discussion questions:

  • Who is telling the story? What did they want to share?

  • Why did they want to help America?

  • How is this culture different from your own? Clothing? Daily activities/lifestyle?

  • Do you practice any rituals? What types of rituals are practiced in America?

*Additional activities: Have the students create a map that displays the location of this tribe. They could also be asked to draw and color/paint/create artwork displaying this culture and home town.

 

Links to outside resources:

Caldecott award winning: This Is Not My Hat, by Jon Klassen.

BOOK REVIEW  OF . . .

Part One:

Book Information:

Klassen, J. (2012). This Is Not My Hat. Somerville, Mass.: Candlewick Press.

Genre: Children Fiction / Picture Book / Humor

Grade Level: Kindergarden – Third.

Recommendations would include K-3rd grade students due to the simplicity of the words and font size choice. It is great for younger children since the pictures tell the story and perfect for third grade level students to read.

Part Two:  Response to the book: Predictions, thoughts about craft and possible issues raised

I looked at a few different titles of books of those that have won a Caldecott award. I came across this book first and had watched a mother reciting the book on a YouTube video. She really caught my attention because she was in full character when she read it, emotions and all. It was almost hard not to laugh out loud! I thought this would be the book everybody choose, so I didn’t want to pick it for that reason. Eventually, I thought about the possible “story” this book tells and what issues might be raised or discussed by parents. In order to talk about this, let me give you an introduction as to what the book is about.

This book is about a fish, who is wearing a hat that he just stole from a bigger fish. This fish narrates the whole book. He stole the hat from the big fish when he was asleep. “And even if he does wake up, he probably won’t notice that it’s gone” (Klassen, 7-8). If the big fish wakes up, he probably wont know, or be able to guess who stole his hat and where it went. So, the little fish continues to run off with the stolen hat into the tall huge plants that are so close together, he will never be found. Except, the person who saw him steal the hat (the third character) the crab, does know where the little fish went. Eventually, the little fish was found and the big fish ended up with his hat back on himself.

One of the issues raised with this story, could include the concept of stealing; although the little fish never got away with it. He says, “I know it’s wrong to seal a hat. I know it does not belong to me. But I am going to keep it .It was too small for him anyway. It fits me just right” (Klassen, 20). This book does have humor, especially for children, but I can see how parents might get upset with about the content of this book. My prediction is that there are arguments that could be made whether or not this book is teaching good morals. I personally think that this book is great for children because of the humor and images captured by the artist. The images really tell the story and add to the humor. The ending reveals that the little fish who stole the hat did not get away with it, like he thought he would. The fish also admitted that he/she was wrong for stealing. Morals could actually be taught from this book, especially to young readers. (Even though they think no one is watching or that they will never get caught, the truth always “pans” out.)

Part Three: Critique  

This really is a great book and truly deserves a Caldecott award. The artist captures the story with images in this book. You can understand the humor and emotions in the images through the small details (for example, the position and design of the eyes on the fish). The author’s word choice and punctuation also contributes to the humor of the story. The little fish is narrating the whole story which makes it more realistic to understand and keeps the book interesting.  The setting and characters help create a fiction story in a real life situation. The plot could be slightly controversial (because the fish has stolen) but also adds to the humor of the book. The design of the cover and book fit perfectly with the theme and are unique to the story. The author is also clever not to reveal the ending of the story and leaves the audience to make his/her own conclusions. A wonderful, creative picture book for children in grades K-3.

Part Four:  Lesson Plan / Activity (Grade: 2nd)

Using the California Content Standards for English Language Arts…

Standard 3.2.  Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives.

Objective:

  • The student will be able to write their own ending/conclusion to the book This Is Not My Hat, by Jon Klassen.
  • The student will be able to identify they have chosen an alternative ending and how that may impact the story/book.

Lesson outline:

  • Teachers will read the book This Is Not My Hat, by Jon Klassen to students.
  • Without revealing the ending, follow with a few discussion questions (found below).
  • Have students write their own ending to the story.
  • Put students in groups to discuss the endings they have written with their peers. (These could also be shared to the whole class.)
  • Have students write a sentence or two that describes how changing the ending has affected the story.

Discussion questions:

  • What happened to the little fish?
  • Does the author give you the ending to the story?
  • How do you think the story ends?
  • Would it be a different story if the ending was changed?
  • Did the little fish get away with stealing the hat? Why or why not?

Links to outside resources:

This website provides a few activity ideas that could be used with students and that are related to the book. http://www.teachingideas.co.uk/library/books/thisisnotmyhat.htm

Here is the video I watched that got me interested in this book. I love the narration and emotions that are used. 

Here is the direct link to that video:(http://youtu.be/6ZtrNYewSUY)

The author, Jon Klassen discusses this book and his talents in an LA times article.  http://articles.latimes.com/2012/oct/07/news/la-jc-kids-book-author-jon-klassen-talks-about-this-is-not-my-hat-20121005

Good Reads Book Review: http://www.goodreads.com/book/show/13531024-this-is-not-my-hat