Book Genre: Fiction
Publisher Information: Scholastic Cartwheel Books, 1974 (33 pages)
Summary: A beautiful princess has a golden ball, her favorite plaything and accidentally tosses into a well. She can not reach it and sees a frog in the well who offers to get the golden ball for her. She is ever so thankful but the frog asked for something in return. The princess offers her silken dress, her pearl necklace, her crown, but the fog has no use for such things. In return for the ball, he wants to eat with her at her table, sleep with her on her silk pillow, and her promise to be his companion forever. She says she will agree to do this, he retrieved the golden ball for her and she ran away fom the frog, breaking her promise. While dining that evening, there is a Knock at the door and it is the frog reminding her of her promises. The princess's father reminded her to keep her promise and she does, much to her dismay. They dine together, spend time together, and when it comes time to sleep on her silk pillow, she throws him against the wall because she can not tolerate this frog any longer. The frog immediately turned into a prince and told her when she placed him on her silken pillow, she broke the spell of a wicked witch. The next day they were married.
Book Level: 2.7
Book Interest: 4-8
Personal rating and reason for rating: (*** Good) Very Predictable but that is probably because I've read so many fair tales. Young children would enjoy a read aloud of this book, there are lots of rat a tat tats, a and slurps and splishes to read . Older students who are able to read independently will enjoy this book and those still struggling will see alot of basic sight words with which to practice.
Integration of text into study units:
Science: The students will do a unit on the life cycle of a frog, their natural habitat and diet. A student will bring in a container with aquatic frogs for the duration of the unit for direct observation of the students.
Writing: If I were a prince or princess and I was trapped in an animal's body, I would be a/an... a writing prompt for the students using words from the word wall created from words from the text. Another view would be, After the prince and princess got married, they...
Language Arts: Pulling words from the text that will be used on the word wall. A word chain could be made from egg, tadpole, ....
Reading: This book would be a good segue for fairy tales and the lessons learned by the characters is the story.
Social Studies: Are there real Prince and Princess's in the world? What is their life like, where do they live, and what is their job. discussion of Royal families with pictures would be a fun unit.
Also, keeping promises, how do we feel when we break a promise or someone breaks a promise to us, discussion with class.
Geography: The students will find countries with castles and royal homes. The teacher will provide pictures of these homes, including the Biltmore's House in our own state.
Art: Have the boys illustrate a picture of how they perceived the look of a frog prince and the girls would draw what a princess would look like, and some could do a picture of how the witch might have looked.
Possible problems or difficulties: Scaring the students talking about witches. Other than that , I see no problems.
Showing posts with label Beverly Ross. Show all posts
Showing posts with label Beverly Ross. Show all posts
Thursday, June 4, 2009
Wednesday, June 3, 2009
The Giving Tree by Shel Silverstein
Book Genre: Fiction
Publishing Information: Harper Collins, 1964 (49 pages)
Summary: A young boy finds wonderful companionship in a tree. He swings in it's branches, eats it's apples, gathers the leaves for his crown, climbs the trunk, and most of all, loves the tree. And, the tree is glad to share all of it's gifts with him because it loves the boy. The tree is always there for the boy giving all it can offer to make him happy. As the boy grows up, he doesn't have time to play in the tree or spend time in it's shade. He just comes to the tree to tell it how unhappy he is because he doesn't have something he thinks he needs. The tree gives and gives to the boy until it has nothing left but a stump. The boy returns in his old age and realizes that everything he thought he needed didn't make him happy and all his selfish ways just made him a tired old man. He was too busy trying to live his life, he didn't take the time to appreciate the simple things. The tree was just a stump, but even with nothing left to give, the tree offers itself as a place for the old man to sit and rest. He sits with the tree and he is happy and the tree is happy, too.
Reading Level: 2.6
Reading Interest: 4-94
Personal rating and reason: (*******Great, Great, Great) This book is one of the simplest classics, I believe, ever written. The story is an old one, where a loved one gives all they can give to the one they love and eventually they are forgotten, at least until the loved one needs more. The Giver out of unconditional love will give until there is nothing left for the other's happiness, until one day, the loved one returns to find all they ever needed or the one they could always depend on was under their nose or in their backyard all that time. It's a simple but beautiful rendition of unconditional love.
Possible uses of text in integrated units of study:
Reading: Young students will not get the deepest meanings of this book so besides discussing all the things the tree gave the boy, a discussion about people who take care of us, love us, and give to us, would hopefully be thought provoking for students, especially those who don't appreciate what others do for them. A word wall using all the gifts given to the boy would be good for future reading. Also, the teacher would read aloud the poem, I think that I shall never see a poem as lovely as a tree... and discuss it's meaning to the students
Math: If the tree gave the boy 10 apples and he sold them for 25 cents a piece how much money did he make? If he needed 5$ for a pair of shoes, how many more apples would he need to sell? There are endless math problems using the apples for many levels of students.
Language Arts: For first and second grade students, interactive writing could be used to write simple sentences about the book. The words are not very hard for students with a working knowledge of initial sounds and blends, C-V-C combinations, context and picture clues, and basic sight words.
Writing: Have the student write about the man's life after he took the gifts from the tree. What did he buy with the apples, what did his house look like, what was his family like, what kind of boat did he build? It would be interesting to ask the students to think from the boy's side of this story. Also, the students could write about a favorite gift they received and from whom did they receive it. What was a favorite gift they gave and how did they feel? Writing prompts for these stories would help the students get started on their stories.
Social Studies: Give a gift day. A day could be designated to make a craft to give to someone special in the student's life besides someone in their family. It could be the school crossing guard, a cafeteria worker, the mailman, any one who gives of themselves for the student, would be a good gift receiver. The student's would discuss how they felt when they gave the gift and how the receiver reacted.
Science: The students would begin a unit about the study of trees, their life cycle, how do they grow in the deep forest with little light, photosynthesis, counting the number of rings in the trunk for age, how we can protect the trees in the rain forests, and all the many facets of the living tree.
Art: Using construction paper, the students will make thank you notes, illustrated with bark, apple slices, and leaves brushed with paint and imprinted on the cards. In honor of the Giving Tree, they will make a collection of these cards to use to say thank you to those who give to them.
Possible problems or difficulties related to this book: None that I can see except it may make us all want to be tree or people huggers and that may not be a bad thing after all.
Publishing Information: Harper Collins, 1964 (49 pages)
Summary: A young boy finds wonderful companionship in a tree. He swings in it's branches, eats it's apples, gathers the leaves for his crown, climbs the trunk, and most of all, loves the tree. And, the tree is glad to share all of it's gifts with him because it loves the boy. The tree is always there for the boy giving all it can offer to make him happy. As the boy grows up, he doesn't have time to play in the tree or spend time in it's shade. He just comes to the tree to tell it how unhappy he is because he doesn't have something he thinks he needs. The tree gives and gives to the boy until it has nothing left but a stump. The boy returns in his old age and realizes that everything he thought he needed didn't make him happy and all his selfish ways just made him a tired old man. He was too busy trying to live his life, he didn't take the time to appreciate the simple things. The tree was just a stump, but even with nothing left to give, the tree offers itself as a place for the old man to sit and rest. He sits with the tree and he is happy and the tree is happy, too.
Reading Level: 2.6
Reading Interest: 4-94
Personal rating and reason: (*******Great, Great, Great) This book is one of the simplest classics, I believe, ever written. The story is an old one, where a loved one gives all they can give to the one they love and eventually they are forgotten, at least until the loved one needs more. The Giver out of unconditional love will give until there is nothing left for the other's happiness, until one day, the loved one returns to find all they ever needed or the one they could always depend on was under their nose or in their backyard all that time. It's a simple but beautiful rendition of unconditional love.
Possible uses of text in integrated units of study:
Reading: Young students will not get the deepest meanings of this book so besides discussing all the things the tree gave the boy, a discussion about people who take care of us, love us, and give to us, would hopefully be thought provoking for students, especially those who don't appreciate what others do for them. A word wall using all the gifts given to the boy would be good for future reading. Also, the teacher would read aloud the poem, I think that I shall never see a poem as lovely as a tree... and discuss it's meaning to the students
Math: If the tree gave the boy 10 apples and he sold them for 25 cents a piece how much money did he make? If he needed 5$ for a pair of shoes, how many more apples would he need to sell? There are endless math problems using the apples for many levels of students.
Language Arts: For first and second grade students, interactive writing could be used to write simple sentences about the book. The words are not very hard for students with a working knowledge of initial sounds and blends, C-V-C combinations, context and picture clues, and basic sight words.
Writing: Have the student write about the man's life after he took the gifts from the tree. What did he buy with the apples, what did his house look like, what was his family like, what kind of boat did he build? It would be interesting to ask the students to think from the boy's side of this story. Also, the students could write about a favorite gift they received and from whom did they receive it. What was a favorite gift they gave and how did they feel? Writing prompts for these stories would help the students get started on their stories.
Social Studies: Give a gift day. A day could be designated to make a craft to give to someone special in the student's life besides someone in their family. It could be the school crossing guard, a cafeteria worker, the mailman, any one who gives of themselves for the student, would be a good gift receiver. The student's would discuss how they felt when they gave the gift and how the receiver reacted.
Science: The students would begin a unit about the study of trees, their life cycle, how do they grow in the deep forest with little light, photosynthesis, counting the number of rings in the trunk for age, how we can protect the trees in the rain forests, and all the many facets of the living tree.
Art: Using construction paper, the students will make thank you notes, illustrated with bark, apple slices, and leaves brushed with paint and imprinted on the cards. In honor of the Giving Tree, they will make a collection of these cards to use to say thank you to those who give to them.
Possible problems or difficulties related to this book: None that I can see except it may make us all want to be tree or people huggers and that may not be a bad thing after all.
Tuesday, June 2, 2009
Goose and Duck by Jean Craighead George
Book Genre: Fiction
Publisher Information: Harper Collins, 2008 (48 pages)
Summary: A little boy finds an egg by the lake. It cracks open and a goose pops out. The goose looks up at him and he is now the goose's mother. Everything the little boy did, the goose did. They ate spaghetti together, went to bed together, and jumped up and down together. Then one day they find a duck egg that hatched right in front of the boy and his goose. The baby duck looks up and sees the goose and the goose became it's mother. Now, whatever the boy did the goose did and whatever the goose did the duck did and they became quite a family. One night, Duck woke up and called for Goose, his mother, and Goose called for his mother, but the little bloy was fast asleep. They flew out the window, were picked up by a policeman, taken to the station where they caused quite a mess. The boy took them home and all was well until the leaves fell from the trees and Goose saw geese flying south for the winter. Off he went to follow his friends. Suddenly, he knew he was a goose and it was time to go. Duck saw ducks migrating south for the winter and he knew he must leave, too. The boy understood that we all must realize who we are, do what we must do to be ourselves, and he was a boy who had been a mother to a goose and a duck.
Reading Level: 2.3
Reading Interest: 4-8
Personal rating and reason for rating: (*** Good) I always like a story where the animal must be set free to live as natue intended but it tugs on the heart strings when they have to go. This would be a good book for read aloud for those too young to read and an intresting book for those who are able to read independently.
Possible uses of text in integrated units of study:
Science: The cycle of egg, to hatchling, to bird would be a good study, especially is baby quail eggs were hatched so the students could see the actual cycle in the classroom. In continuation of studing the bird cycle, the migration cycle could be introduced and the movie Migration from Discovery Channel is a good movie to show migration of everything from whales to crabs. Also, studying the four seasons would be a great segue for life cycles of birds or animals.
Math: The students could observe and count the number of days until the quail eggs hatch, record temperatures of the incubator, and notate how often the eggs are turned each day. This would be a practice of recording data for statistics and proability. Also, for more simple math, the students could use plastic colored eggs to create math problems such as; if Jenny has 9 purple eggs, Mary has 3 green eggs and Jack has 7 blue eggs what would be the total of all the green and blue eggs, the purple and green eggs and so forth. Subtraction, multiplication, and even selling the eggs to introduce money would a good combination with this book.
Language Arts: Words such as migration, policeman, duckling, neighboor and other words in the
book would be good for interactive writing or a word wall.
Social Studies: Teaching the students about policemen, when to call 911, learning their addresses and phone numbers would be good segments to integrate with this book. Having a policeman speak to the class would be interesting for the students, too.
Art: Have the students cut duck shapes from a stenciled picture and glue feathers to the cut out.
Reading: Students would read books concerning birds, migration, seasons, or policemen. I would want them to pick their own topic and write a summary.
Writing: Students would create a story about how they would be a mother to their favorite animal. What kind of food would the animal eat, where would it sleep, and how would you take care of it? This could motivate students for good creative writing.
Possible problems or difficulties: None that I able to see.
Publisher Information: Harper Collins, 2008 (48 pages)
Summary: A little boy finds an egg by the lake. It cracks open and a goose pops out. The goose looks up at him and he is now the goose's mother. Everything the little boy did, the goose did. They ate spaghetti together, went to bed together, and jumped up and down together. Then one day they find a duck egg that hatched right in front of the boy and his goose. The baby duck looks up and sees the goose and the goose became it's mother. Now, whatever the boy did the goose did and whatever the goose did the duck did and they became quite a family. One night, Duck woke up and called for Goose, his mother, and Goose called for his mother, but the little bloy was fast asleep. They flew out the window, were picked up by a policeman, taken to the station where they caused quite a mess. The boy took them home and all was well until the leaves fell from the trees and Goose saw geese flying south for the winter. Off he went to follow his friends. Suddenly, he knew he was a goose and it was time to go. Duck saw ducks migrating south for the winter and he knew he must leave, too. The boy understood that we all must realize who we are, do what we must do to be ourselves, and he was a boy who had been a mother to a goose and a duck.
Reading Level: 2.3
Reading Interest: 4-8
Personal rating and reason for rating: (*** Good) I always like a story where the animal must be set free to live as natue intended but it tugs on the heart strings when they have to go. This would be a good book for read aloud for those too young to read and an intresting book for those who are able to read independently.
Possible uses of text in integrated units of study:
Science: The cycle of egg, to hatchling, to bird would be a good study, especially is baby quail eggs were hatched so the students could see the actual cycle in the classroom. In continuation of studing the bird cycle, the migration cycle could be introduced and the movie Migration from Discovery Channel is a good movie to show migration of everything from whales to crabs. Also, studying the four seasons would be a great segue for life cycles of birds or animals.
Math: The students could observe and count the number of days until the quail eggs hatch, record temperatures of the incubator, and notate how often the eggs are turned each day. This would be a practice of recording data for statistics and proability. Also, for more simple math, the students could use plastic colored eggs to create math problems such as; if Jenny has 9 purple eggs, Mary has 3 green eggs and Jack has 7 blue eggs what would be the total of all the green and blue eggs, the purple and green eggs and so forth. Subtraction, multiplication, and even selling the eggs to introduce money would a good combination with this book.
Language Arts: Words such as migration, policeman, duckling, neighboor and other words in the
book would be good for interactive writing or a word wall.
Social Studies: Teaching the students about policemen, when to call 911, learning their addresses and phone numbers would be good segments to integrate with this book. Having a policeman speak to the class would be interesting for the students, too.
Art: Have the students cut duck shapes from a stenciled picture and glue feathers to the cut out.
Reading: Students would read books concerning birds, migration, seasons, or policemen. I would want them to pick their own topic and write a summary.
Writing: Students would create a story about how they would be a mother to their favorite animal. What kind of food would the animal eat, where would it sleep, and how would you take care of it? This could motivate students for good creative writing.
Possible problems or difficulties: None that I able to see.
Friday, May 29, 2009
Make Way for Ducklings by Robert McCloskey
Book Genre: Realistic Fiction
Publisher Information: Puffin Books, 1976 ( 62 pages)
Awards: The Caldecott Medal
Summary: Mr. and Mrs. Mallard are looking for that special place to have and raise their baby ducks. They fly quite a distance before finally deciding on the Public Gardens in Boston. They don't find much to eat there until a giant swan with people on float by and they begin to throw peanuts at the ducks. They love the peanuts and follow the giant swan all around the park. But when they get out of the pond, they are almost run over by a boy on a bike. This will never do for Mrs. Mallard, she needs a safer place for her babies. They flew over Beacon Hill, Louisburg Square, all over Boston until they see the Charles River with an island just perfect for their family. Mrs. Mallard takes care of her eight eggs until they hatch and then decide the chicks are old enough to live in the Public Gardens. Together all eight babies follow their mother to the edge of the river and then march single file to the Public Gardens. Unfortunately the babies can't fly so they must cross a major highway on foot. The cars don't even slow down for the mother and their babies until Officer Michael goes into the street and stops the cars to let the family cross. They make their way to Mr. Mallard, already waiting for them and the whole family settles into their new home.
Personal Rating And Reason: (**** Great) This book is special to me because a cousin from Boston gave it to me and after seeing the procession of ducks make their way through Boston, it is quite an unusual sight. For those not fortunate enough to see the ducklings in action, it is still a good story. Even the smallest of animals deserve their rights in our public domain.
Reading Level: 4.1
Interest Level: Ages 4-8
Possible uses of text in integrated units of study:
Geography: Where is Boston? What is the climate there? Do you think the harbor would make a difference in the city's economy? Good discussion questions for the class. Also, pictures of the coast line would make an interesting study of topography.
History: There are so many historical events associated with Boston that small groups could pick a topic of interest, research it, and present it to the class. Also, there are numerous historical figures for biographies to be presented to the class.
Theatre: Students could write or read a reader's theatre play in costume while enacting historical events.
Science: Students could study ducks, their habitat, and what kinds of ducks are indigenous to our area. Baby ducks could be hatched as part of the unit. Also, migration, a mystery to the common man, offers so many possibilities as to, who is the leader of the group, how do they know when and where to migrate? Has global warning affected migrating patterns? These are good discussion and study questions for the students.
Math: If Mrs. Mallard had 12 eggs, if 2 were brown and 4 were speckled, how many were solid white. What percentage is each amount? Using the eggs could be a good percentage prop.
Reading: Book lists of The Boston Tea Party, Benjamin Franklin's Many Inventions, Paul Revere and the Minute Men, are but a few of the many books that could be read in relation to Boston's history.
Writing: Writing Prompt: The most interesting person or thing about Boston in the 1700's is...
Music: Use a DVD to play the Boston Pops for music appreciation and performance.
Potential Problems or Difficulties: None
Publisher Information: Puffin Books, 1976 ( 62 pages)
Awards: The Caldecott Medal
Summary: Mr. and Mrs. Mallard are looking for that special place to have and raise their baby ducks. They fly quite a distance before finally deciding on the Public Gardens in Boston. They don't find much to eat there until a giant swan with people on float by and they begin to throw peanuts at the ducks. They love the peanuts and follow the giant swan all around the park. But when they get out of the pond, they are almost run over by a boy on a bike. This will never do for Mrs. Mallard, she needs a safer place for her babies. They flew over Beacon Hill, Louisburg Square, all over Boston until they see the Charles River with an island just perfect for their family. Mrs. Mallard takes care of her eight eggs until they hatch and then decide the chicks are old enough to live in the Public Gardens. Together all eight babies follow their mother to the edge of the river and then march single file to the Public Gardens. Unfortunately the babies can't fly so they must cross a major highway on foot. The cars don't even slow down for the mother and their babies until Officer Michael goes into the street and stops the cars to let the family cross. They make their way to Mr. Mallard, already waiting for them and the whole family settles into their new home.
Personal Rating And Reason: (**** Great) This book is special to me because a cousin from Boston gave it to me and after seeing the procession of ducks make their way through Boston, it is quite an unusual sight. For those not fortunate enough to see the ducklings in action, it is still a good story. Even the smallest of animals deserve their rights in our public domain.
Reading Level: 4.1
Interest Level: Ages 4-8
Possible uses of text in integrated units of study:
Geography: Where is Boston? What is the climate there? Do you think the harbor would make a difference in the city's economy? Good discussion questions for the class. Also, pictures of the coast line would make an interesting study of topography.
History: There are so many historical events associated with Boston that small groups could pick a topic of interest, research it, and present it to the class. Also, there are numerous historical figures for biographies to be presented to the class.
Theatre: Students could write or read a reader's theatre play in costume while enacting historical events.
Science: Students could study ducks, their habitat, and what kinds of ducks are indigenous to our area. Baby ducks could be hatched as part of the unit. Also, migration, a mystery to the common man, offers so many possibilities as to, who is the leader of the group, how do they know when and where to migrate? Has global warning affected migrating patterns? These are good discussion and study questions for the students.
Math: If Mrs. Mallard had 12 eggs, if 2 were brown and 4 were speckled, how many were solid white. What percentage is each amount? Using the eggs could be a good percentage prop.
Reading: Book lists of The Boston Tea Party, Benjamin Franklin's Many Inventions, Paul Revere and the Minute Men, are but a few of the many books that could be read in relation to Boston's history.
Writing: Writing Prompt: The most interesting person or thing about Boston in the 1700's is...
Music: Use a DVD to play the Boston Pops for music appreciation and performance.
Potential Problems or Difficulties: None
Stellaluna by Jannell Cannon
Book Genre: Fiction
Publisher Information: Harcourt Brace and Company, 1957 (44 pages)
Summary: Stellaluna is a baby bat that falls from her mother's breast during an attack from an owl. She lands in nest of baby birds and becomes the newest addition to the family. She did not like insects for dinner, or sleeping at night and being awake all day, and not sleeping upside down was especially hard for her. One day she even convinced her bird brothers and sisters to try sleeping upside down, to their mother's dismay. When it was time to learn how to fly to leave the nest, flying came very naturally for Stellaluna, but landing on a branch was another problem. She was embarrassed that she could not be just like the rest of her family, and flew far away. She rested in a tree, hanging by her fingers and fell asleep. Awakened by another bat, Stellaluna was quickly corrected that the reason she could not do things like a bird is because she is a bat! She was reunited with her mother, ate juicy mangoes insect of worms, could fly and see at night, and suddenly Stellaluna had found her place in the world.
Personal Rating: (**** Great) This is one of those books you will keep forever. The theme is universal in that we all try to fit in even when we aren't sure who we really are, but as we grow into ourselves, we discover that we are unique in many ways and that we have our own special place in this world. This is a good book for those children who feel insecure about themselves. The illustrations are so good in this book, you will find youseld actually liking bats. Also, it would be a great read aloud on a dark night!
Reading Level: 3.5
Interest Level: ages 4-10
Possible integration of text into units of study:
Science: There a notes about the 800 varieties of bats in the back of this book. Bats would be a great study subject during Halloween. They are usually hated by many and represent evil, but bats are crucial in the balance of our eco-system.
Reading: Students will find books related to bats for a reading list.
Field trip to the local Museum for an exhibit on bats near Halloween.
Writing: Writing prompt after bat study: Bats are important to us because they....
Art: Students will construct a bat using glue, black and brown tissue paper, hangers, plastic eyes and pipe cleaners. These will be tied with string and suspended from the ceiling during Halloween.
Possible problems or difficulties: None that I am able to forsee.
Publisher Information: Harcourt Brace and Company, 1957 (44 pages)
Summary: Stellaluna is a baby bat that falls from her mother's breast during an attack from an owl. She lands in nest of baby birds and becomes the newest addition to the family. She did not like insects for dinner, or sleeping at night and being awake all day, and not sleeping upside down was especially hard for her. One day she even convinced her bird brothers and sisters to try sleeping upside down, to their mother's dismay. When it was time to learn how to fly to leave the nest, flying came very naturally for Stellaluna, but landing on a branch was another problem. She was embarrassed that she could not be just like the rest of her family, and flew far away. She rested in a tree, hanging by her fingers and fell asleep. Awakened by another bat, Stellaluna was quickly corrected that the reason she could not do things like a bird is because she is a bat! She was reunited with her mother, ate juicy mangoes insect of worms, could fly and see at night, and suddenly Stellaluna had found her place in the world.
Personal Rating: (**** Great) This is one of those books you will keep forever. The theme is universal in that we all try to fit in even when we aren't sure who we really are, but as we grow into ourselves, we discover that we are unique in many ways and that we have our own special place in this world. This is a good book for those children who feel insecure about themselves. The illustrations are so good in this book, you will find youseld actually liking bats. Also, it would be a great read aloud on a dark night!
Reading Level: 3.5
Interest Level: ages 4-10
Possible integration of text into units of study:
Science: There a notes about the 800 varieties of bats in the back of this book. Bats would be a great study subject during Halloween. They are usually hated by many and represent evil, but bats are crucial in the balance of our eco-system.
Reading: Students will find books related to bats for a reading list.
Field trip to the local Museum for an exhibit on bats near Halloween.
Writing: Writing prompt after bat study: Bats are important to us because they....
Art: Students will construct a bat using glue, black and brown tissue paper, hangers, plastic eyes and pipe cleaners. These will be tied with string and suspended from the ceiling during Halloween.
Possible problems or difficulties: None that I am able to forsee.
The Kissing Hand by Audrey Pennn
Book Genre: Fiction
Publisher Information: Child & Family Press, 1993 (26 pages)
Award: E D Press Winner
Summary: Chester the Raccoon, does not want to go to his first night at school. He would prefer to stay home with his mother, read his books, play with his friends, play with his toys and swing on his swing. Really, Chester is afraid to leave his home and go to a strange and scary new place. Mrs. Raccoon, his mother tries to tell him, he will love school. He will make new friends, play with new toys, swing on new swings, and read new books. Best of all she has a secret to tell him that will help him get over his fear, the kissing hand. She proceeds to spread his palm open and place a soft kiss in it. Chester feels the warmth of her kiss spread all the way up to his furry mask. Now when he is afraid, he just puts his hand against his face and remembers that his mother loves him.
Book Level: 2.7
Interest Level: ages 4-8
Personal Rating: (**** Great) I love this book, not only because I used it with my child and it worked beautifully, but because it is the kind of book that parents will treasure and children will not only benefit from it but enjoy reading it. The illustrations are colorful, fun, and heart warming. This would be a great book to use as a read aloud for little ones going off to kindergarten, staying with a babysitter for the first time, or going to daycare. Any time there is separation anxiety, this book will definitely help. There are stickers with hearts on them for children to wear in the palm of their hands to help them remember their mother loves them and not to be afraid.
Possible uses of text in integrated units of study:
Science: There are illustrations full of nocturnal animals. The class will study the many kinds of nocturnal animals and their habitat. The students will also study the forest eco-system.
Language Arts: Spying and spelling all the animals in the illustrations would be a good way to have the students create sentences about their favorite animals.
Reading: This book would be a good motivator for a book list about different nocturnal animals. Also, this book would be much too hard to read for the littlest ones going off to school for the first time. This is one of those perfect read aloud books for at home, the library, or first day of kindergarten or school. The stickers are also a great visual for the children to keep.
Art: The children will trace their hands on paper and draw hearts on their palms. The children will pick one nocturnal animal, draw and color a picture of their animal, which will be placed in a book for the class to view. If small paper plates are used, they could make a mobile of the animals and hang it in their classroom.
Writing: Writing Prompt: When I get scared, I feel better when...
Math: Word problems: Mrs. Opossum has 10 babies on her back, if 4 fall off, how many are left. Drawing the babies and using Velcro to attach or remove them would be a good hands on math activity.
Possible problems or difficulties: Children who do not have or have lost a parent may have a hard time with the feelings that may result from using only a mother figure. It would be good to use Fathers, relatives, and caregivers in the discussion of this story, as well. I see no other problems with this book.
Publisher Information: Child & Family Press, 1993 (26 pages)
Award: E D Press Winner
Summary: Chester the Raccoon, does not want to go to his first night at school. He would prefer to stay home with his mother, read his books, play with his friends, play with his toys and swing on his swing. Really, Chester is afraid to leave his home and go to a strange and scary new place. Mrs. Raccoon, his mother tries to tell him, he will love school. He will make new friends, play with new toys, swing on new swings, and read new books. Best of all she has a secret to tell him that will help him get over his fear, the kissing hand. She proceeds to spread his palm open and place a soft kiss in it. Chester feels the warmth of her kiss spread all the way up to his furry mask. Now when he is afraid, he just puts his hand against his face and remembers that his mother loves him.
Book Level: 2.7
Interest Level: ages 4-8
Personal Rating: (**** Great) I love this book, not only because I used it with my child and it worked beautifully, but because it is the kind of book that parents will treasure and children will not only benefit from it but enjoy reading it. The illustrations are colorful, fun, and heart warming. This would be a great book to use as a read aloud for little ones going off to kindergarten, staying with a babysitter for the first time, or going to daycare. Any time there is separation anxiety, this book will definitely help. There are stickers with hearts on them for children to wear in the palm of their hands to help them remember their mother loves them and not to be afraid.
Possible uses of text in integrated units of study:
Science: There are illustrations full of nocturnal animals. The class will study the many kinds of nocturnal animals and their habitat. The students will also study the forest eco-system.
Language Arts: Spying and spelling all the animals in the illustrations would be a good way to have the students create sentences about their favorite animals.
Reading: This book would be a good motivator for a book list about different nocturnal animals. Also, this book would be much too hard to read for the littlest ones going off to school for the first time. This is one of those perfect read aloud books for at home, the library, or first day of kindergarten or school. The stickers are also a great visual for the children to keep.
Art: The children will trace their hands on paper and draw hearts on their palms. The children will pick one nocturnal animal, draw and color a picture of their animal, which will be placed in a book for the class to view. If small paper plates are used, they could make a mobile of the animals and hang it in their classroom.
Writing: Writing Prompt: When I get scared, I feel better when...
Math: Word problems: Mrs. Opossum has 10 babies on her back, if 4 fall off, how many are left. Drawing the babies and using Velcro to attach or remove them would be a good hands on math activity.
Possible problems or difficulties: Children who do not have or have lost a parent may have a hard time with the feelings that may result from using only a mother figure. It would be good to use Fathers, relatives, and caregivers in the discussion of this story, as well. I see no other problems with this book.
Thursday, May 28, 2009
I Want To Be A Jedi by Simon Beecroft
Book Genre: Science Fiction
Publishing Information: Dorley Kindersley Publishing, 2007 (48 pages)
Summary: For all those Star Wars kids out there and probably a few adults, here is the handbook that will explain exactly what you need to know to become a Jedi. First, to become a Jedi you must train with the mindset that you are a peacemaker. You do have a force with you if needed. Yoda, Obi Wan Kenobi and Mace Windu are all Jedis that travel throughout the galaxy as peacemakers. Jedi's do not start out as a Jedi, though, first, you are a youngling and then become a Padawan Learner. After passing numerous tests, you will be assigned a Jedi Master to travel with you on spaceships as you patrol the galaxy. Eventually you will be a Jedi.
A youngling is born with special powers that tell him or her they are special. These powers may consist of moving objects with your mind or being able to move very fast. Anakin Skywalker was a podracer who dicovered he had magical powers to race very fast, Obi Wan Kenobi became his master, but Anakin was a rebellious youngling and continued to be so into adult years when he married. Marriage is strictly forbidden for Jedis. Unfortunately, Anakin turns away from his goodness and begins to fight for the dark side. Anakin and his wife Padme had two children, Luke and Leia.
The Jedi Council is the highest form of government within the Jedis. They possess great abilities with lightsabers, a blade made of glowing energy, which is never to be used to attack others. Mind tricks are another gift Jedi's have and with the wave of a hand, a Jedi can control others. A utility belt is used to carry other tools such as comlinks, for communication and holoprojectors, for recording and displaying images. These items are useful in battles such as Sith battles. These are dark forces that must not be allowed to prevail. Unfortunately, the Sith Lords wanted to destroy the Jedis and began a terrible battle that destroyed many planets. Annakin became the Emperor of the Evil Sith's and became known as Darth Vader. Therefore, the Jedi's had to resort to battle by space and by land to save each other. Anakin's children became the leaders of the Jedi's that eventually killed the Siths and their own father.
Reading Level: 5.1
Interest Level: 5 - unknown
Personal Rating: (*** Good) I am not a fan of Star Wars but many children are, so I wanted to give this book a chance. It was informative, had a deeper meaning to the story than I first thought, and pictures to illustrate concepts that may be hard to grasp. I think a child or adult fan of Star Wars would enjoy this Star Wars guide.
Possible uses of the text in integrated units of study:
History: Many of our wars have resulted from greed for power and hatred for another culture. An interesting unit would be to discuss the similarities of World War II and the Sith Wars and the Jedis. An interesting perspective would be to observe our nation as Jedis but do other countries see us as the Siths and why.
Social Studies: How does our government compare to the Jedi Council? A great segue for studying Congress, the Senate, the Legislative and Judical System, how bills are passed, how Presidents and other politicians are nominated and elected. The League of Nations and how it began would be interesting, too. Bringing in the Star Wars perspective could be a great learning device for the apathetic student.
Writing: Writing prompt: If I were a Jedi today, my first mission for world peace would be...
Language Arts: Sounding out the names of Star Wars characters and other terms would be great practice for phonemic awareness.
Art: The students would draw a picture of how they think Charlotte could look in the future.
Reading: Books about planets, the Solar System, galaxies, new technologies, newspaper headlines and columns and reading about our own war would be related materials.
Potential problems or difficulties: This book may not appeal to all students but I do believe the theme could be collectively considered. Also, some students may get so involved with the Star Wars theme that discipline problems may result. Some parents may not want their children reading about fighting and science fiction, but many of our classics like Lord of the Flies are about a form of government, fighting, and human nature even in a fictional setting. I think it would be a great way to think out side of the box, not how we see ourselves as a nation, but how other nations see us.
Publishing Information: Dorley Kindersley Publishing, 2007 (48 pages)
Summary: For all those Star Wars kids out there and probably a few adults, here is the handbook that will explain exactly what you need to know to become a Jedi. First, to become a Jedi you must train with the mindset that you are a peacemaker. You do have a force with you if needed. Yoda, Obi Wan Kenobi and Mace Windu are all Jedis that travel throughout the galaxy as peacemakers. Jedi's do not start out as a Jedi, though, first, you are a youngling and then become a Padawan Learner. After passing numerous tests, you will be assigned a Jedi Master to travel with you on spaceships as you patrol the galaxy. Eventually you will be a Jedi.
A youngling is born with special powers that tell him or her they are special. These powers may consist of moving objects with your mind or being able to move very fast. Anakin Skywalker was a podracer who dicovered he had magical powers to race very fast, Obi Wan Kenobi became his master, but Anakin was a rebellious youngling and continued to be so into adult years when he married. Marriage is strictly forbidden for Jedis. Unfortunately, Anakin turns away from his goodness and begins to fight for the dark side. Anakin and his wife Padme had two children, Luke and Leia.
The Jedi Council is the highest form of government within the Jedis. They possess great abilities with lightsabers, a blade made of glowing energy, which is never to be used to attack others. Mind tricks are another gift Jedi's have and with the wave of a hand, a Jedi can control others. A utility belt is used to carry other tools such as comlinks, for communication and holoprojectors, for recording and displaying images. These items are useful in battles such as Sith battles. These are dark forces that must not be allowed to prevail. Unfortunately, the Sith Lords wanted to destroy the Jedis and began a terrible battle that destroyed many planets. Annakin became the Emperor of the Evil Sith's and became known as Darth Vader. Therefore, the Jedi's had to resort to battle by space and by land to save each other. Anakin's children became the leaders of the Jedi's that eventually killed the Siths and their own father.
Reading Level: 5.1
Interest Level: 5 - unknown
Personal Rating: (*** Good) I am not a fan of Star Wars but many children are, so I wanted to give this book a chance. It was informative, had a deeper meaning to the story than I first thought, and pictures to illustrate concepts that may be hard to grasp. I think a child or adult fan of Star Wars would enjoy this Star Wars guide.
Possible uses of the text in integrated units of study:
History: Many of our wars have resulted from greed for power and hatred for another culture. An interesting unit would be to discuss the similarities of World War II and the Sith Wars and the Jedis. An interesting perspective would be to observe our nation as Jedis but do other countries see us as the Siths and why.
Social Studies: How does our government compare to the Jedi Council? A great segue for studying Congress, the Senate, the Legislative and Judical System, how bills are passed, how Presidents and other politicians are nominated and elected. The League of Nations and how it began would be interesting, too. Bringing in the Star Wars perspective could be a great learning device for the apathetic student.
Writing: Writing prompt: If I were a Jedi today, my first mission for world peace would be...
Language Arts: Sounding out the names of Star Wars characters and other terms would be great practice for phonemic awareness.
Art: The students would draw a picture of how they think Charlotte could look in the future.
Reading: Books about planets, the Solar System, galaxies, new technologies, newspaper headlines and columns and reading about our own war would be related materials.
Potential problems or difficulties: This book may not appeal to all students but I do believe the theme could be collectively considered. Also, some students may get so involved with the Star Wars theme that discipline problems may result. Some parents may not want their children reading about fighting and science fiction, but many of our classics like Lord of the Flies are about a form of government, fighting, and human nature even in a fictional setting. I think it would be a great way to think out side of the box, not how we see ourselves as a nation, but how other nations see us.
When Pigs Fly By Lisa Wheeler
Book Genre: Fiction
Publishing Information: Simon & Schuster Children's Publishing Division, 2003, (48 pages)
Summary: Chip, a pig is dressed up like his favorite hero, Hyper Hog, the hog who saves others on a T.V. show. He goes over to pick up his favorite friend, Fitch, who is dressed up like Timberwolf, a hero who tries to save the redwoods and protect the environment. When they get to school for hero day, every one is dressed up like Hyper Hog and no one is dressed up like Timberwolf. Timberwolf feels very out of place. Hyper Hog, being the good friend that he is takes off his cape and Timberwolf draws a tree like his on Chip's T Shirt. While they are on the playground, a small Hyper Hog runs by, trips and falls into the bushes. Chip picks up the little girl Hyper Hog and helps her. She calls the pig a real hero.
Personal Rating: (**OK) I loved the illustration on the book jacket and thought it looked like an interesting book with a lot of potential. Actually, it made very little sense and the story line was booooring. It was a big disappointment.
Reading Level: 2.5
Interest Level: 6-8 years
Possible use of text in integrated units of study:
Reading: Compile a word list that describes the students' favorite heroes.
Writing: Use the word list to write a story about the students' favorite super hero and why they like them.
Science: Why was Timberwolf a real hero? How can we be super heroes like Timberwolf and save our planet from bad things? Discussion on caring for our planet with the class.
Social Studies: Do you think Chip the Hyper Hog was the real hero? How would our world be better if we all helped each other? Class discussion.
Art: Have the students bring in a white T Shirt, and have them decorate the shirt like their favorite super hero. Ask them to create new heroes in relation to what is important to them. Ask them to wear their shirts on Hero Shirt Day.
Potential Problems or Difficulties: Getting the students to create new and relevant super heroes maybe a challenge if they are stuck on Spider man or Batman. No problem with the book, just uninteresting.
Publishing Information: Simon & Schuster Children's Publishing Division, 2003, (48 pages)
Summary: Chip, a pig is dressed up like his favorite hero, Hyper Hog, the hog who saves others on a T.V. show. He goes over to pick up his favorite friend, Fitch, who is dressed up like Timberwolf, a hero who tries to save the redwoods and protect the environment. When they get to school for hero day, every one is dressed up like Hyper Hog and no one is dressed up like Timberwolf. Timberwolf feels very out of place. Hyper Hog, being the good friend that he is takes off his cape and Timberwolf draws a tree like his on Chip's T Shirt. While they are on the playground, a small Hyper Hog runs by, trips and falls into the bushes. Chip picks up the little girl Hyper Hog and helps her. She calls the pig a real hero.
Personal Rating: (**OK) I loved the illustration on the book jacket and thought it looked like an interesting book with a lot of potential. Actually, it made very little sense and the story line was booooring. It was a big disappointment.
Reading Level: 2.5
Interest Level: 6-8 years
Possible use of text in integrated units of study:
Reading: Compile a word list that describes the students' favorite heroes.
Writing: Use the word list to write a story about the students' favorite super hero and why they like them.
Science: Why was Timberwolf a real hero? How can we be super heroes like Timberwolf and save our planet from bad things? Discussion on caring for our planet with the class.
Social Studies: Do you think Chip the Hyper Hog was the real hero? How would our world be better if we all helped each other? Class discussion.
Art: Have the students bring in a white T Shirt, and have them decorate the shirt like their favorite super hero. Ask them to create new heroes in relation to what is important to them. Ask them to wear their shirts on Hero Shirt Day.
Potential Problems or Difficulties: Getting the students to create new and relevant super heroes maybe a challenge if they are stuck on Spider man or Batman. No problem with the book, just uninteresting.
Wednesday, May 27, 2009
Grand Conversation
Grand conversatons are students centered discussions as compared to teacher led conversations. The students are able to support their views with examples from the stories, make connections, question ideas, reflecting on their feelings in the connection with the story. They make connections; self to text, text to other texts, and text to world.
Students do not raise their hands, they take turns speaking, and they encourage their classmates to participate.
This is a two part process. Student centered and teacher , responding to the students , asking questions and providing information. Part two, the teacher focuses the student's attention on one or two topics thath they did not cover during the first discussion
Students do not raise their hands, they take turns speaking, and they encourage their classmates to participate.
This is a two part process. Student centered and teacher , responding to the students , asking questions and providing information. Part two, the teacher focuses the student's attention on one or two topics thath they did not cover during the first discussion
More Mr. and Mrs. Green by Kieth Baker
Book Genre: Fiction
Publisher Information: Harcourt, Inc., 2003 (68 pages)
Summary: Mr. and Mrs. Green are Alligators who enjoy life. They fish, paint, and go to the park together. The first chapter has Mr. Green catching all the fish so Mrs. Green makes him swap sides of the boat, trade fishing poles, and still doesn't catch the fish Mr. Green. does. He finally admits to her he has been using jelly beans! Mrs. Green uses Jelly Beans and begins to catch fish, too. Chapter 2 has Mrs. Green wanting to paint Mr. Green. She uses bright, beautiful colors. Eventually Mr. Green falls asleep while posing and then wakes up to find his picture is a crazy mixed up mess of color, but tells Mrs. Green, he loves it. They hang it on the wall with the many other pictures she has painted of him. The nest chapter has Mr. and Mrs. Green going to the park. They enjoy the butterflies, birds, monkey bars, wading pool, the flowers, and best of all the ice cream truck!
Personal Rating: (****Great) This is an incredible book because the author uses math equations to figure out the amount of fish being caught, uses interesting adjectives to describe the painting, and even mentions Picasso in the book. She uses wonderful illustrations of all the things the Greens see in the park and really keeps the two of them on the move. This is a great book for integrating math, art, and nature.
Reading level: 2
Interest Level: ages 4-8 (use as a read aloud to ages 4-6)
Possible Uses of the text integrated units of study:
Math: The book already show the number of 16 fish as 8+8, 4X4, 1/2 of 32. Some of these equations may be too hard for second graders, but this book could be used by first through third grade as the students progress in math. Using the book, I would cut out several fish, place them in a paper bucket and label the bucket as 8+8, 4x4, 1/2 of 32 as a model for the students. They would then create their own buckets of fish with as many forms of the amount as possible, depending on the grade level. Also, Mr. Green uses Jelly Beans to catch the fish and these would be good counting props, as well. The different colors would be useful for subtraction and addition and there's nothing like a jar full of jelly beans and an estimate contest with the winner winning the jar of jelly beans.
Art: Mrs. Greene uses very bright colors to paint Mr. Green and his portrait is an abstract. This would be a great way to introduce various forms of painting such as Cubism, Impressionistic, and Abstract. The students would create various paintings using these art forms after viewing pictures depicting these modes of art.
Science: Students would study alligators and their natural habitat.
Reading: This is a series of books and the reader will want to read more! Great motivational reading book.
Potential Problems: The book uses some hard words like enthusiasm, perplexed, and stupendous. These would be hard words for a student to decode if they are deficient in word skills. This book is fun enough that the students would not want to quit reading even though the words can be challenging.
Publisher Information: Harcourt, Inc., 2003 (68 pages)
Summary: Mr. and Mrs. Green are Alligators who enjoy life. They fish, paint, and go to the park together. The first chapter has Mr. Green catching all the fish so Mrs. Green makes him swap sides of the boat, trade fishing poles, and still doesn't catch the fish Mr. Green. does. He finally admits to her he has been using jelly beans! Mrs. Green uses Jelly Beans and begins to catch fish, too. Chapter 2 has Mrs. Green wanting to paint Mr. Green. She uses bright, beautiful colors. Eventually Mr. Green falls asleep while posing and then wakes up to find his picture is a crazy mixed up mess of color, but tells Mrs. Green, he loves it. They hang it on the wall with the many other pictures she has painted of him. The nest chapter has Mr. and Mrs. Green going to the park. They enjoy the butterflies, birds, monkey bars, wading pool, the flowers, and best of all the ice cream truck!
Personal Rating: (****Great) This is an incredible book because the author uses math equations to figure out the amount of fish being caught, uses interesting adjectives to describe the painting, and even mentions Picasso in the book. She uses wonderful illustrations of all the things the Greens see in the park and really keeps the two of them on the move. This is a great book for integrating math, art, and nature.
Reading level: 2
Interest Level: ages 4-8 (use as a read aloud to ages 4-6)
Possible Uses of the text integrated units of study:
Math: The book already show the number of 16 fish as 8+8, 4X4, 1/2 of 32. Some of these equations may be too hard for second graders, but this book could be used by first through third grade as the students progress in math. Using the book, I would cut out several fish, place them in a paper bucket and label the bucket as 8+8, 4x4, 1/2 of 32 as a model for the students. They would then create their own buckets of fish with as many forms of the amount as possible, depending on the grade level. Also, Mr. Green uses Jelly Beans to catch the fish and these would be good counting props, as well. The different colors would be useful for subtraction and addition and there's nothing like a jar full of jelly beans and an estimate contest with the winner winning the jar of jelly beans.
Art: Mrs. Greene uses very bright colors to paint Mr. Green and his portrait is an abstract. This would be a great way to introduce various forms of painting such as Cubism, Impressionistic, and Abstract. The students would create various paintings using these art forms after viewing pictures depicting these modes of art.
Science: Students would study alligators and their natural habitat.
Reading: This is a series of books and the reader will want to read more! Great motivational reading book.
Potential Problems: The book uses some hard words like enthusiasm, perplexed, and stupendous. These would be hard words for a student to decode if they are deficient in word skills. This book is fun enough that the students would not want to quit reading even though the words can be challenging.
Tuesday, May 26, 2009
Annie and Snowball and the Prettiest House by Cynthia Rylant
Book Genre: Fiction
Publisher Information: Simon & Schuster Children's Publishing Division, 2007 (40 pages)
Summary: Annie and Snowball live next door to Henry and Mudge. Annie and Henry are cousins and best friends. Annie lives with her dad and is a very girly girl living in an ugly house. She knows her dad doesn't know how to make things pretty. She dreams of having a beautiful house and tells Henry about her dreams. Annie, Henry and Mudge return home and ask his mother if they could go through the attic to look for pretty things. The big attic is full of lovely things for Annie. Henry's family is kind enough to pack up just about every thing except Henry's father's tuba and take i t over to Annie's house, making her dreams come true. After the big move they all sit down for a wonderful dinner in the new pretty kitchen!
Personal Rating: ( *** Good) This was a good story about a little girl living alone with her father and I believe in a society where many children live in one parent households, the author was very sensitive to the feelings of the little girl. She is a character many children could relate to and to have relatives help out was not a charity act, but an act of kindness. These books must be loved by a lot of children because my son screamed, "A Henry and Mudge Book!" There must be a series of Henry and Mudge books and many fans of them.
Reading Level: 2.3
Interest Level: ages 5-7 ( and apparently 10 years old because my book has disappeared!)
Possible uses of the text in integrated units of study:
Reading: Since Henry and Mudge are series books, once the student's interest is captured, they will want to read all of them.
Writing: Once the students have become familiar with Henry and Mudge, students will write their own short story about a Henry and Mudge adventure or an adventure with their own self and their pet. If they don't have a pet, a class pet will suffice.
Art: The students will illustrate their books and make covers for them to take home for their own reading pleasure.
Potential Problems: None I can predict.
Beverly Ross
Publisher Information: Simon & Schuster Children's Publishing Division, 2007 (40 pages)
Summary: Annie and Snowball live next door to Henry and Mudge. Annie and Henry are cousins and best friends. Annie lives with her dad and is a very girly girl living in an ugly house. She knows her dad doesn't know how to make things pretty. She dreams of having a beautiful house and tells Henry about her dreams. Annie, Henry and Mudge return home and ask his mother if they could go through the attic to look for pretty things. The big attic is full of lovely things for Annie. Henry's family is kind enough to pack up just about every thing except Henry's father's tuba and take i t over to Annie's house, making her dreams come true. After the big move they all sit down for a wonderful dinner in the new pretty kitchen!
Personal Rating: ( *** Good) This was a good story about a little girl living alone with her father and I believe in a society where many children live in one parent households, the author was very sensitive to the feelings of the little girl. She is a character many children could relate to and to have relatives help out was not a charity act, but an act of kindness. These books must be loved by a lot of children because my son screamed, "A Henry and Mudge Book!" There must be a series of Henry and Mudge books and many fans of them.
Reading Level: 2.3
Interest Level: ages 5-7 ( and apparently 10 years old because my book has disappeared!)
Possible uses of the text in integrated units of study:
Reading: Since Henry and Mudge are series books, once the student's interest is captured, they will want to read all of them.
Writing: Once the students have become familiar with Henry and Mudge, students will write their own short story about a Henry and Mudge adventure or an adventure with their own self and their pet. If they don't have a pet, a class pet will suffice.
Art: The students will illustrate their books and make covers for them to take home for their own reading pleasure.
Potential Problems: None I can predict.
Beverly Ross
Moose Tales by Nancy Van Laan
Book Genre: Fiction
Publisher Information: Houghton Mifflin Company, 1999 ( 43 pages )
Summary: This is a three chapter book with adventures of Moose and his friends, Beaver, Squirrel, Rabbit, and Mouse. The first chapter has Moose on a blue-sky day trying to find a friend to walk with. Everyone is busy doing their own animal activities and no one has time to walk with Moose. Moose ends up walking all over the forest to find a friend and by the time he gets back to Beaver, the first friend he asks to walk with him, Beaver is ready to walk, but Moose is ready for a nap.
The next chapter has Moose taking a nap by the tree Beaver is gnawing on. When Moose rolls over he knocks the tree down on his friend! Moose makes a distress call and all Beaver's friends try to move the tree in their own way. Nothing works until Moose sits down on one end of the tree and it raises the other side, releasing Beaver. His next job is to put up a sign, Do Not Nap Here.
The last chapter tells about Moose and Beaver lying in the snow catching snow flakes on their tongues until they are covered in snow. When Rabbit, Mouse, and Squirrel walk by, Moose and Beaver jump up and scare them! Together they decide to make a snow creature with four legs, a bushy tail, long ears, whiskers, and two large teeth. Their snow creature is a perfect combination of all of them and everyone is happy.
Personal Rating: (*** Good) This book has lots of illustrations to perk up what would be a bit of a boring story. The goodness of the book is in the friendships found amongst all the animals. They live in a utopia where everyone cares for each other and kindness prevails. A nice change from some of the cartoons and movies of bullies and bad guys children are endlessly exposed to. Also, it is a chapter book, with three stories to keep minds interested
Reading Level: 2.1
Interest Level: ages 4-9
Possible uses of the text in integrated units of study:
Science: The students will study the animals in the book and their natural habitats. The students will also study the forest's eco-system from the ground to the canopy. The students will study our changing environment as we move into and possibly destroy these animals habitats. Class disscussion: How have these animals adapted and what can we do to provide a better home for us all? Also, a demonstation of a fulcrum would simulate Moose sitting on the tree using distance to raise the tree on one side. The teacher would vary weights and distance.
Art: Use cotton balls, sticks, toothpicks, marshmallows, pine needles and gumdrops to make a snow creature.
Math: Have the students draw a picture of Moose and Beaver lying down. How many inch by inch paper squares does it take to cover them up. Compare totals.
Reading: Students will pick out a nonfiction book about their favorite animal in the story and give oral reports about the animals. This could be done as small groups project since there are only five animals.
Potential Problems: This book as stated previously would be too slow and a bit boring to a nine year old. I believe a first grader could read this book by the end of the school year. It has three chapters but the illustrations break up the book into easy to read sections.
Beverly Ross
Publisher Information: Houghton Mifflin Company, 1999 ( 43 pages )
Summary: This is a three chapter book with adventures of Moose and his friends, Beaver, Squirrel, Rabbit, and Mouse. The first chapter has Moose on a blue-sky day trying to find a friend to walk with. Everyone is busy doing their own animal activities and no one has time to walk with Moose. Moose ends up walking all over the forest to find a friend and by the time he gets back to Beaver, the first friend he asks to walk with him, Beaver is ready to walk, but Moose is ready for a nap.
The next chapter has Moose taking a nap by the tree Beaver is gnawing on. When Moose rolls over he knocks the tree down on his friend! Moose makes a distress call and all Beaver's friends try to move the tree in their own way. Nothing works until Moose sits down on one end of the tree and it raises the other side, releasing Beaver. His next job is to put up a sign, Do Not Nap Here.
The last chapter tells about Moose and Beaver lying in the snow catching snow flakes on their tongues until they are covered in snow. When Rabbit, Mouse, and Squirrel walk by, Moose and Beaver jump up and scare them! Together they decide to make a snow creature with four legs, a bushy tail, long ears, whiskers, and two large teeth. Their snow creature is a perfect combination of all of them and everyone is happy.
Personal Rating: (*** Good) This book has lots of illustrations to perk up what would be a bit of a boring story. The goodness of the book is in the friendships found amongst all the animals. They live in a utopia where everyone cares for each other and kindness prevails. A nice change from some of the cartoons and movies of bullies and bad guys children are endlessly exposed to. Also, it is a chapter book, with three stories to keep minds interested
Reading Level: 2.1
Interest Level: ages 4-9
Possible uses of the text in integrated units of study:
Science: The students will study the animals in the book and their natural habitats. The students will also study the forest's eco-system from the ground to the canopy. The students will study our changing environment as we move into and possibly destroy these animals habitats. Class disscussion: How have these animals adapted and what can we do to provide a better home for us all? Also, a demonstation of a fulcrum would simulate Moose sitting on the tree using distance to raise the tree on one side. The teacher would vary weights and distance.
Art: Use cotton balls, sticks, toothpicks, marshmallows, pine needles and gumdrops to make a snow creature.
Math: Have the students draw a picture of Moose and Beaver lying down. How many inch by inch paper squares does it take to cover them up. Compare totals.
Reading: Students will pick out a nonfiction book about their favorite animal in the story and give oral reports about the animals. This could be done as small groups project since there are only five animals.
Potential Problems: This book as stated previously would be too slow and a bit boring to a nine year old. I believe a first grader could read this book by the end of the school year. It has three chapters but the illustrations break up the book into easy to read sections.
Beverly Ross
Dirk Bones and the Mystery of the Haunted House by Doug Cushman
Genre: Fiction
Publisher Information: Harper Collins, 2006 (32 pages)
Summary: Two ghosts are living in a haunted house and they are scared of the strange sounds coming from their "ghost." They report the story to the local paper, Ghostly Tombs, and Dirk Bones a skeleton reporter is on the case. He investigates the house and a near by graveyard to find the source of the clickity, clackity, chub, glub, sounds being made. He finds the source of the problem, Sherman the Vampire, who is typing a cookbook in a tomb because it is a quiet place to think. As soon as this problem is solved, he's on the next case: a werewolf who is afraid of the moon.
Reading level: 2.2
Reading interest: ages 4-8
Personal rating and reason for rating: (*** Good) I liked this book because of the part of the story where the ghosts were afraid of their "ghost." Children of the age group reading this book may have fears about monsters and ghosts and this would give the child a new perspective. Also, kids seem to love stories about skeletons, ghosts, monsters and vampires around Halloween and this would be a fun book to use for that holiday.
Possible uses of the text in integrated subjects:
Reading: Students will become "reporters" and create their own newspaper with stories of interest to them. If it is Halloween centered, they could report on trick or treating or something that scared them, or even their costumes. Student reporters could read over real newspapers to look for and circle spelling words, basic sight words, or new words to learn.
Art: Students will create illustrations for their newspaper.
Science: Incorporation of Dirk Bones as a study of the skeletal system.
Social Studies: Student will read over approved newspaper articles and headlines, and make a collage of what is going on in our world today. Class discussion of headlines would be good on approved subjects such as our environment, local news, the weather, and our soldiers in Iraq.
Math: Students will make skeleton bones, place them on paper and show addition or subtraction problems by adding or taking away bones. Gummy worms, plastic spiders and candy corns would also be fun to use with this for Halloween Math!
Beverly Ross
Publisher Information: Harper Collins, 2006 (32 pages)
Summary: Two ghosts are living in a haunted house and they are scared of the strange sounds coming from their "ghost." They report the story to the local paper, Ghostly Tombs, and Dirk Bones a skeleton reporter is on the case. He investigates the house and a near by graveyard to find the source of the clickity, clackity, chub, glub, sounds being made. He finds the source of the problem, Sherman the Vampire, who is typing a cookbook in a tomb because it is a quiet place to think. As soon as this problem is solved, he's on the next case: a werewolf who is afraid of the moon.
Reading level: 2.2
Reading interest: ages 4-8
Personal rating and reason for rating: (*** Good) I liked this book because of the part of the story where the ghosts were afraid of their "ghost." Children of the age group reading this book may have fears about monsters and ghosts and this would give the child a new perspective. Also, kids seem to love stories about skeletons, ghosts, monsters and vampires around Halloween and this would be a fun book to use for that holiday.
Possible uses of the text in integrated subjects:
Reading: Students will become "reporters" and create their own newspaper with stories of interest to them. If it is Halloween centered, they could report on trick or treating or something that scared them, or even their costumes. Student reporters could read over real newspapers to look for and circle spelling words, basic sight words, or new words to learn.
Art: Students will create illustrations for their newspaper.
Science: Incorporation of Dirk Bones as a study of the skeletal system.
Social Studies: Student will read over approved newspaper articles and headlines, and make a collage of what is going on in our world today. Class discussion of headlines would be good on approved subjects such as our environment, local news, the weather, and our soldiers in Iraq.
Math: Students will make skeleton bones, place them on paper and show addition or subtraction problems by adding or taking away bones. Gummy worms, plastic spiders and candy corns would also be fun to use with this for Halloween Math!
Beverly Ross
Cowgirl Kate and Cocoa by Eric Silverman
Book Genre: Fiction
Publishing information: Harcourt , Inc.
Award: Theodore Seuss Geisel Honor Book
Summary: Cowgirl Kate lives on a working ranch. She is looking for the perfect horse to help her herd cows. She finds a horse named Cocoa, with a chocolate coat and carmel colored mane, the colors of her favorite candy. Unfortunately, Cocoa has a mind of his own and quite often refuses to cooperate with Kate. Sometimes she tells him a story, buys him a present; he wants candy but she gives him a hat, she needs to count cows and he wants to eat. Cocoa can be very demanding but Kate is a kind cowgirl and is good to her horse. Cocoa knows this and takes good care of her,too.
One night she sleeps in the barn with Cocoa and he is up to his usual antics. He wants his straw fluffed, he's hungry, wants more water, and Kate takes care of all his needs. Then she can't fall asleep, so Cocoa sings her a lullaby. He lies down beside her and they fall asleep together in the barn.
Personal rating and reason for rating: (*** Good) This book is a sweet story of how two creatures depend on each other, help each other , and comfort each other. The sweet nature of the little girl in contrast to the spicy nature of her horse is an interesting use of difference in personalities and how we must compromise and cooperate with each other in a relationship.
Reading level: 2.3
Reading interest: ages 4 - 8
Possible use of text in integrated units of study:
Cultural Analysis: Students will study different cultures found within our United States. How would farm life differ from city life? What type of housing, clothing, food, and everyday activities exist on a farm as compared to living in the city? These would be good questions to ask after reading this book.
Math: Cowgirl Kate's job is to count cows in the herd. Students could read word problems such as, there are 20 cows on Kate's farm . If 10 are black and 3 are white, how many are brown?
This could also be used a word problem such as, if Kate had 23 cookies total in her saddlebag and Cocoa ate 9, how many cookies were left for Kate?
Reading: This is a chapter book which seems to be a big accomplishment for a beginner reader. This would pave the way for a desire to read chapter books because each chapter has a different adventure. Also, this book could be a great link for reading about farm life, agriculture, horses and pets, cowboys and cowgirls.
Geography: Student's will study the topography of the western plains as compared to the land where they live. Climate, foliage, and wildlife indigenous to the area could be studied and considered as to how they affect the clothing, shelter, and food for the people who live there.
History: Students will study about the settling of the west and the gold rush that brought people out there. They would also study about the transcontinental railroad connecting the east to the west.
Potential Problems: None viewed.
Publishing information: Harcourt , Inc.
Award: Theodore Seuss Geisel Honor Book
Summary: Cowgirl Kate lives on a working ranch. She is looking for the perfect horse to help her herd cows. She finds a horse named Cocoa, with a chocolate coat and carmel colored mane, the colors of her favorite candy. Unfortunately, Cocoa has a mind of his own and quite often refuses to cooperate with Kate. Sometimes she tells him a story, buys him a present; he wants candy but she gives him a hat, she needs to count cows and he wants to eat. Cocoa can be very demanding but Kate is a kind cowgirl and is good to her horse. Cocoa knows this and takes good care of her,too.
One night she sleeps in the barn with Cocoa and he is up to his usual antics. He wants his straw fluffed, he's hungry, wants more water, and Kate takes care of all his needs. Then she can't fall asleep, so Cocoa sings her a lullaby. He lies down beside her and they fall asleep together in the barn.
Personal rating and reason for rating: (*** Good) This book is a sweet story of how two creatures depend on each other, help each other , and comfort each other. The sweet nature of the little girl in contrast to the spicy nature of her horse is an interesting use of difference in personalities and how we must compromise and cooperate with each other in a relationship.
Reading level: 2.3
Reading interest: ages 4 - 8
Possible use of text in integrated units of study:
Cultural Analysis: Students will study different cultures found within our United States. How would farm life differ from city life? What type of housing, clothing, food, and everyday activities exist on a farm as compared to living in the city? These would be good questions to ask after reading this book.
Math: Cowgirl Kate's job is to count cows in the herd. Students could read word problems such as, there are 20 cows on Kate's farm . If 10 are black and 3 are white, how many are brown?
This could also be used a word problem such as, if Kate had 23 cookies total in her saddlebag and Cocoa ate 9, how many cookies were left for Kate?
Reading: This is a chapter book which seems to be a big accomplishment for a beginner reader. This would pave the way for a desire to read chapter books because each chapter has a different adventure. Also, this book could be a great link for reading about farm life, agriculture, horses and pets, cowboys and cowgirls.
Geography: Student's will study the topography of the western plains as compared to the land where they live. Climate, foliage, and wildlife indigenous to the area could be studied and considered as to how they affect the clothing, shelter, and food for the people who live there.
History: Students will study about the settling of the west and the gold rush that brought people out there. They would also study about the transcontinental railroad connecting the east to the west.
Potential Problems: None viewed.
The Whole Doughnut, One Doughnut Hole by Valjean McLenigham
Book Genre: Fiction
Publishing Information: Childrens Press, 1982 (30 pages)
Summary: This is a very clever little book. It shows homonyms with funny verbiage such as a pair of pears, my aunt and an ant on my aunt, a toe and a toe in tow, and a sweet scent and a one cent sweet. Even the last sentence shows children going to school where one wants to go too, and the mother says goodbye to the two. The illustrations are excellent in that they are depictions of each homonym used in a humorous situation.
Personal Rating: (**** Great) I loved this little book because it is a great introduction of homonyms for the beginning reader. The concept of two words sounding alike but spelled differently could be very confusing for a young student. With the illustrations the student can actually see the difference in spelling in relation to the content. There will definitely be a laugh or two for the reader.
Reading Level: 1.5
Interest Level: K-90 years old
Possible use of text in integrated units of study:
Reading: Grammatical terms such as homonyms could be intimidating to the beginning reader. This book would teach the students about homonyms in a fun manner and they would be learning without knowing it.
Math: You could introduce verbiage such as a pair of pears to teach the students there are 2 pears in pair, two pairs of pears are four. Also, whole doughnuts plus or minus doughnut holes equal various amounts. The students could put different amount of ants on an aunt and add or subtract, as well. These would be hands on activities and the students would be able to perform authentic math problems. Math could be a lot of fun for the students, while learning verbiage for word problems in the future.
Art: Students would be asked to make their own book of homonyms from around their home or in the classroom. They would then illustrate the book, drawing pictures of the homonyms as they see them. This could also involve parents and create class to home participation. The students would then have their own homonym book to share with others and use as a reading tool.
Potential problems: I see no problems with the book. However, some students may find it difficult conceptualizing different homonyms other that the ones mentioned in the book. Parental support may not be as proficient as expected and some student's art books may not be as satisfactory as other students causing a feeling of inferiority, especially among ESL students.
Beverly Ross
Publishing Information: Childrens Press, 1982 (30 pages)
Summary: This is a very clever little book. It shows homonyms with funny verbiage such as a pair of pears, my aunt and an ant on my aunt, a toe and a toe in tow, and a sweet scent and a one cent sweet. Even the last sentence shows children going to school where one wants to go too, and the mother says goodbye to the two. The illustrations are excellent in that they are depictions of each homonym used in a humorous situation.
Personal Rating: (**** Great) I loved this little book because it is a great introduction of homonyms for the beginning reader. The concept of two words sounding alike but spelled differently could be very confusing for a young student. With the illustrations the student can actually see the difference in spelling in relation to the content. There will definitely be a laugh or two for the reader.
Reading Level: 1.5
Interest Level: K-90 years old
Possible use of text in integrated units of study:
Reading: Grammatical terms such as homonyms could be intimidating to the beginning reader. This book would teach the students about homonyms in a fun manner and they would be learning without knowing it.
Math: You could introduce verbiage such as a pair of pears to teach the students there are 2 pears in pair, two pairs of pears are four. Also, whole doughnuts plus or minus doughnut holes equal various amounts. The students could put different amount of ants on an aunt and add or subtract, as well. These would be hands on activities and the students would be able to perform authentic math problems. Math could be a lot of fun for the students, while learning verbiage for word problems in the future.
Art: Students would be asked to make their own book of homonyms from around their home or in the classroom. They would then illustrate the book, drawing pictures of the homonyms as they see them. This could also involve parents and create class to home participation. The students would then have their own homonym book to share with others and use as a reading tool.
Potential problems: I see no problems with the book. However, some students may find it difficult conceptualizing different homonyms other that the ones mentioned in the book. Parental support may not be as proficient as expected and some student's art books may not be as satisfactory as other students causing a feeling of inferiority, especially among ESL students.
Beverly Ross
Sunday, May 24, 2009
Everybody Says by Bonnie Dobkin
Book Genre: Fiction
Publisher: Childrens Press. 1993 (29 pages)
Summary: Everybody Says is a good starter book for children because the main character, who is nameless, is African-American. He looks different than the other children in the book and has different feelings, too. Everybody says vegetables are not good, rainy days aren't fun, sports are the best, and having a stuffed animal is for babies. The main character states his own feelings about these statements even though they are in contrast to what everybody else says. This is a simple little story that packs a big punch. We don't always have to believe or agree with what everybody else says. We can look different, act different, and have our own beliefs and it is okay to be who we are. Even as adults, we can learn from this story!
Personal rating and reason for rating: (**** Great) There is a word list in the back of the book, which is a wonderful tool for introducing new words in context. Also, in a cultural responsible classroom, a child of another culture may feel like he doesn't fit in because he is different. This book would help affirm that with different beliefs, looks, language, and actions, it is okay to be who you are, no matter what every body else says.
Reading Level: 1.2
Interest Level: K-3
Possible uses of the text in integrated units of study:
Social Studies: Children will learn about different cultures through stories, songs, and books.
Children will be encouraged to discuss their "family's culture" with family pictures from home, their own holiday activities, and different kinds of food prepared at home.
Geography: Children will view different environments and also discover through DVD's the climates and topography of foreign lands and how the people of that land are affected by where they live.
Music: Students will listen to and learn new music from foreign lands. Instruments will be made that represent sounds found in other cultures.
Writing: Students will write a short story with the prompt, "I like myself because...."
Reading: There is a word list for spelling, vocabulary, and understanding of words through context. The teacher may also read out loud about life in other cultures, such as, Rikki Tikki Tavi, The Little Dutch Boy, and other books related to foreign lands.
Art: The students will make a collage about what makes them unique with pictures from magazines, pictures from home, school work, awards they have won, a candy bar wrapper, anything that makes them realize they are all different with various talents, gifts, likes, and dislikes. These items could also be put in a keepsake box to be sealed and opened when they graduate from high school or college.
Beverly Ross
Publisher: Childrens Press. 1993 (29 pages)
Summary: Everybody Says is a good starter book for children because the main character, who is nameless, is African-American. He looks different than the other children in the book and has different feelings, too. Everybody says vegetables are not good, rainy days aren't fun, sports are the best, and having a stuffed animal is for babies. The main character states his own feelings about these statements even though they are in contrast to what everybody else says. This is a simple little story that packs a big punch. We don't always have to believe or agree with what everybody else says. We can look different, act different, and have our own beliefs and it is okay to be who we are. Even as adults, we can learn from this story!
Personal rating and reason for rating: (**** Great) There is a word list in the back of the book, which is a wonderful tool for introducing new words in context. Also, in a cultural responsible classroom, a child of another culture may feel like he doesn't fit in because he is different. This book would help affirm that with different beliefs, looks, language, and actions, it is okay to be who you are, no matter what every body else says.
Reading Level: 1.2
Interest Level: K-3
Possible uses of the text in integrated units of study:
Social Studies: Children will learn about different cultures through stories, songs, and books.
Children will be encouraged to discuss their "family's culture" with family pictures from home, their own holiday activities, and different kinds of food prepared at home.
Geography: Children will view different environments and also discover through DVD's the climates and topography of foreign lands and how the people of that land are affected by where they live.
Music: Students will listen to and learn new music from foreign lands. Instruments will be made that represent sounds found in other cultures.
Writing: Students will write a short story with the prompt, "I like myself because...."
Reading: There is a word list for spelling, vocabulary, and understanding of words through context. The teacher may also read out loud about life in other cultures, such as, Rikki Tikki Tavi, The Little Dutch Boy, and other books related to foreign lands.
Art: The students will make a collage about what makes them unique with pictures from magazines, pictures from home, school work, awards they have won, a candy bar wrapper, anything that makes them realize they are all different with various talents, gifts, likes, and dislikes. These items could also be put in a keepsake box to be sealed and opened when they graduate from high school or college.
Beverly Ross
Hi Clouds by Carol Greene
Book Genre: Fiction
Publishing Information: Publishing Enterprises, Inc., 1983 (30 pages)
Summary: Two children making their way to the park, take time to notice the different shapes of clouds. They use many adjectives to describe the clouds, such as fat, thin, gray and white. The clouds appear to look like a dog, a fish, a frog, a sheep, a dragon, even the boy and girl.
Personal Rating: (*** Good) There is a word list which is very helpful for vocabulary and spelling. Also, this book shows the different shapes of clouds, which may trigger a child's imagination when observing clouds. This is a very simple book to read and would be helpful for a beginner reader.
Reading Level: 1.2
Interest Level: K-2
Possible uses of the text in integrated units of study:
Science: This would be a great starter book for young children learning about our ecosystem, how clouds form, and how rain develops. Also, this book would be good for studying different types of clouds, cirrus, stratus, cumulous, and cumulonimbus.
Art: Students would use cotton balls, construction paper, glue, and magic markers to make scenes of different types of clouds. They will color the edges of the cotton balls to show rain clouds. The students will label the different types of clouds.
Math: Students will use construction paper, cottonballs, and glue to make cloud shapes such as squares, ovals, rectangles, triangles, and circles. Also, clouds made clould be used to observe bigger than and less than.
Writing: The students will write a short story using the witing prompt, "If I were a cloud, I would be a..."
Reading: There is a word list at the end of the story for spelling, vocabulary, and understanding of words in context. These words could be used as spelling words for the week.
Beverly Ross
Publishing Information: Publishing Enterprises, Inc., 1983 (30 pages)
Summary: Two children making their way to the park, take time to notice the different shapes of clouds. They use many adjectives to describe the clouds, such as fat, thin, gray and white. The clouds appear to look like a dog, a fish, a frog, a sheep, a dragon, even the boy and girl.
Personal Rating: (*** Good) There is a word list which is very helpful for vocabulary and spelling. Also, this book shows the different shapes of clouds, which may trigger a child's imagination when observing clouds. This is a very simple book to read and would be helpful for a beginner reader.
Reading Level: 1.2
Interest Level: K-2
Possible uses of the text in integrated units of study:
Science: This would be a great starter book for young children learning about our ecosystem, how clouds form, and how rain develops. Also, this book would be good for studying different types of clouds, cirrus, stratus, cumulous, and cumulonimbus.
Art: Students would use cotton balls, construction paper, glue, and magic markers to make scenes of different types of clouds. They will color the edges of the cotton balls to show rain clouds. The students will label the different types of clouds.
Math: Students will use construction paper, cottonballs, and glue to make cloud shapes such as squares, ovals, rectangles, triangles, and circles. Also, clouds made clould be used to observe bigger than and less than.
Writing: The students will write a short story using the witing prompt, "If I were a cloud, I would be a..."
Reading: There is a word list at the end of the story for spelling, vocabulary, and understanding of words in context. These words could be used as spelling words for the week.
Beverly Ross
What's In A Box by Kelly Bovine
Book Genre: Fiction
Publisher: Children's Press, (30 pages)
Summary:
This book is about boxes and containers and the many things we find in them. From sand, new shoes, mail, lunch, music, toys, and jewelry, boxes offer offer many surprises. Boxes are also shown in many shapes such as square, round, tall, small, and cylindrical. Tissues, presents, vegetables, and best of all kids may be found in boxes. The book offers a quick overview of all the ways boxes and containers are used in our lives
Personal rating and reason for rating: *** Good. The colorful illustrations of everyday uses of boxes would be interesting to little children. The element of surprise as to what is in the box would be a fun read for the children.
Reading level: 1.9
Interest level: K-1
Possible uses of the text in integrated units of study:
Math: students could study shapes by observing boxes collected from home. Also, you could practice estimating by placing marbles in several different sizes and having a guessing contest. In addition, you could show how a short, wide, round container could hold the same amount as a tall square container, teaching the students about volume.
Writing- You could place letters in different boxes for each student and let them pick letters out of the boxes to make words. Also, you could place something in the box like a stuffed animal and use this as a writing prompt for a short story such as, The brown dog in the box is...
Art: The students could bring boxes from home like oatmeal containers, shirt boxes, cereal boxes, and hat boxes, decorate them according to a holiday and let them place Valentine or Halloween cards in them. The boxes could be used to collect small toys, supplies, crayons, all sorts of things needed for classroom use. An empty box is a catalyst for a child to build things, stack, and even climb inside if big enough.
Home economics: A large box could be decorated and designed to be used as a small house. A trash box, recycle box, garden box, and old clothes box could represent how they can make their own homes eco-friendly.
Potential Problems or Difficulties: none that I could foresee.
Beverly Ross
Publisher: Children's Press, (30 pages)
Summary:
This book is about boxes and containers and the many things we find in them. From sand, new shoes, mail, lunch, music, toys, and jewelry, boxes offer offer many surprises. Boxes are also shown in many shapes such as square, round, tall, small, and cylindrical. Tissues, presents, vegetables, and best of all kids may be found in boxes. The book offers a quick overview of all the ways boxes and containers are used in our lives
Personal rating and reason for rating: *** Good. The colorful illustrations of everyday uses of boxes would be interesting to little children. The element of surprise as to what is in the box would be a fun read for the children.
Reading level: 1.9
Interest level: K-1
Possible uses of the text in integrated units of study:
Math: students could study shapes by observing boxes collected from home. Also, you could practice estimating by placing marbles in several different sizes and having a guessing contest. In addition, you could show how a short, wide, round container could hold the same amount as a tall square container, teaching the students about volume.
Writing- You could place letters in different boxes for each student and let them pick letters out of the boxes to make words. Also, you could place something in the box like a stuffed animal and use this as a writing prompt for a short story such as, The brown dog in the box is...
Art: The students could bring boxes from home like oatmeal containers, shirt boxes, cereal boxes, and hat boxes, decorate them according to a holiday and let them place Valentine or Halloween cards in them. The boxes could be used to collect small toys, supplies, crayons, all sorts of things needed for classroom use. An empty box is a catalyst for a child to build things, stack, and even climb inside if big enough.
Home economics: A large box could be decorated and designed to be used as a small house. A trash box, recycle box, garden box, and old clothes box could represent how they can make their own homes eco-friendly.
Potential Problems or Difficulties: none that I could foresee.
Beverly Ross
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