My Annotated Bibliography

Children’s Literature

Annotated Bibliography

LAE 4416, CRN 50437

Madelyn Ingegno

7/5/2013

My Annotated Bibliography on Children’s Literature

By: Madelyn Ingegno

Introduction:

            I am a student at Florida Gulf Coast University, graduating next spring with a degree in Exceptional Student Education. I was born in Oceanside, California and moved to Key Largo, Florida when I was a baby. I think growing up in a small community like the Florida Keys is what pushed me towards pursuing a career in education. My mother teaches first grade and worked at my elementary and middle school growing up. Having a mother involved with my education and see the joy she received from teaching is what made me decide I wanted the same thing. I am actually going to be a fifth generation teacher; my great-great- grandmother, great-grandmother, grandmother, and mother all are teachers. I say the term “are” rather than “were” even for my relatives that are retired because I feel being a teacher is a profession that never ends.

I originally began as an elementary education major, but after a month internship working with individuals with disabilities through dolphin and art therapy, I knew ESE was my calling. Before my internship at Island Dolphin Care, I had volunteered at special needs field days and other events like that and had always been interested in special education, but didn’t know if I had what it took. I knew entering my internship that it would either make it or break it for me; I would either love working with individuals with disabilities, or I would not be able to handle it. After my first day of my internship I knew there was nothing I would rather do with my life. I did not know it was possible to experience such joy, from such a long, hard day of work. I am now considering continuing my education upon graduation and receiving my Master’s Degree in Rehabilitation Counseling.

When I first took this assignment I did not know if I could do it, or more so if I would enjoy it. I want to be an amazing teacher for my students and have them love literature and reading the way I did as a child, but would this assignment help me accomplish that? It was not until I talked with my mother, who gave me some recommendations, where to start and I read my first book, which I realized just how beneficial this would be for me.

            In addition to asking my mother for help, I also emailed my old librarian from elementary and middle school, who gave me my love for reading. I told her about the assignment and asked her how I should start. She told me to think about what was current with children, what did I enjoy as a child, what could be turned into lessons, will they understand the text and simply what interested me. The last question is what really hit home for me, while it is important to keep my students’ interests in mind, it is also important to keep mine; how can I teach something I do not even find interesting?

            From there I began my research on my selections. Before committing to a book I would read the synopsis to know that I found it interesting. I picked books using the guidance of the questions above because according to (Johnson, 2009)

“Teachers, however, can ensure that children will be able to actively participate with texts if they consider the reader, the text, and the context.” (pg. 25)

These three things were crucial to me when choosing literature. I also tried my best not to pick any of my absolute favorites too often. I did not want to do this because one, I wanted to explore more literature and expand my knowledge and two; I want to make sure I am never biased when teaching my students.

            Another point Denise Johnson made that really struck home to me was,

“The selection of literature is key to providing an experience that promotes literacy development. If the literature is not appropriate, what the child takes from the book and how he or she responds to it will be limited, or even nonexistent.” (pg. 30) (Johnson, 2009)

I knew with this assignment I had to find the right literature for my future students, otherwise there was no point. Students can not entirely benefit from literature if it is not appropriate, and this I feel is what often times turns students away from reading and literature.

            To conclude I know how important choosing the right literature is for my students, if I take the time to best choose literature that can help them then I feel I am doing my job to a degree. The rest comes from developing lessons, ideas, and ways for students to expand the literature and their reading. I must always seek to motivate my students, and I can do this through keeping up with their interests and making sure I listen to their thoughts, ideas, and reading.

Reflection:

            Upon completion of this assignment I realized my favorite part was gaining so much knowledge. An assignment I thought that was going to be tedious and boring turned into an amazing learning experience for me. It was new for me to look at literature through a specific genre, such as “historical fiction”, I am used to having a list of books to chose from or being assigned a book or freedom to do a book of any genre. So at first this took some getting used to, but once I got the hang of it I almost enjoyed it. I never realized just how many books are out there and how many different lessons they can be used for! It is so hard to pick favorites from the list of books because I grew to love all of the books in a different way. If I had to choose though my favorite books from my list were Smiley Shark, Maximum Ride, Falling up, and Dinosaurs before Dark. These books I really loved because they deal with things from individuality and learning who you are, to being creative and using your imagination. To me all of these books have the message that anything is possible. Also I can use them all for a variety of lessons and integration in different subject areas.

            What surprised me about this assignment was how much I enjoyed it and how much I learned. I now have a list of about thirty books with all different lessons and ideas for my future classroom. It was shocking how easy it was to find interesting literature within a certain genre. It makes me excited for integration of reading into my other subject areas in my future classroom, because now I can see how easy it can be!

           

            If I had to do this activity again I do not think I would do anything differently. I found it interesting and cannot believe all of the information I obtained through doing so. If anything I plan on doing something similar again but with high school level books, so I can create the same chart and have the same preparation for higher level literature.

           

            Having the different genres of books to find I know will be helpful in my future. In this assignment alone it allowed me to address FEAP .5, diversity. Having to go through different genres, grade levels, and topics I feel has given me the preparation to plan diverse literature lessons, and present my future students with diverse literature. With reading the books giving lesson ideas for each book with hand in hand with FEAP. 10, planning. I was surprised of my ability to plan unique and creative lessons for each and every book I read throughout this assignment. The planning tested my knowledge of subject matter, FEAP .8, which I was able to conquer through reading each book I planned an activity for. This allowed me to see just how important reading the books I assign my students is, because if I do not know the material how can I expect them to. Finally I was able to incorporate technology, FEAP .12, in this assignment through typing it on the computer but also through incorporating technology into my lessons I planned for students. Students use the computer for presentations, typing, and research in the lessons, as well as I use the Smartboard and other technology methods with the students.

            This assignment has taught me that it is my job as a teacher to make reading enjoyable for students, and by following the process I did throughout this assignment I can do just that. Students do not naturally dislike reading that can develop from being forced to read this that does not interest them. Books can be the gateway to students, making it my job as their teacher to find interesting books, topic and information for them to learn through. Whether it is through individual reading, a read aloud, group assignments, it is my job as the teacher to model for my students what high-quality reading is and how each and every student can be a reader.

References

Johnson, D. (2009). The Joy of Children's Literaute Second Edition. Belmont: Wadsworth.

Title, Author, Copyright Genre, Pages		Theme Summary Awards		Personal Response to the Book	Classroom Use
Picture Books                            primary general, Sci or SS focus
By: Sebastian Meschenmoser Copy Right: 2007 Pages: 56  (Science) 2nd Grade		Zilveren Penseel The theme to this story is to be patient. The book teaches that there are multiple outlooks to one thing, and everyone sees things differently in life.		I love how the book is told through the squirrel’s perspective. It is a very cute idea, especially since squirrel is “skipping” hibernation just to see the snow. The way squirrel constantly awakens or runs into another animal, and each animal describes snow differently is wonderful! It allows the students to all hear the different animal opinions of what snow is, but the students will have an idea or know that the animals are wrong. I really like the idea of this book too if I were to teach in the Florida or the south, because there are many students who have never seen snow.	This book could be used in the classroom in many different ways. It is great for teaching about weather, but also to teach about perception and making predictions. This book could be used as a classroom activity by having students do a making snow experiment and recording their observations. The students can then compare the snow they made to characteristics of real snow.
By: Eve Bunting Illustrator: Stephen Gammell Copy Right: 1989 Pages: 32 (Social Studies) 4th Grade		The theme of this book is not to judge others, and do not turn the other cheek to those who are cruel to others; always stand up for what’s right.		The book does an amazing job of creating the Holocaust into an age appropriate event for students to learn about. The way the author uses a forest and the animals in it to represent such a tragic event in history is amazing! The book is also useful for teaching to stand up for what is right, and to not be a bystander to horrible events. The book shows the destruction that can come from turning the other cheek, in a way that can be understandable to children.	This book could be used in the classroom to teach about the Holocaust as well as for standing up for what you believe to be right. I think a “Think Aloud” would be a useful tool for this story, because that way the students can discuss what happens throughout the story as the “Terrible Thing” decides something needs to be removed.
By: April Jones Prince Illustrator: Francois Roca Copy Right: 2005 Pages: 32 (Social Studies & Science) 6th Grade		The theme for this story is to dream big. It teaches the importance of history and how to be strong and steady.		I love how to book uses a national landmark in combination with illustrations to teach students. The book also uses descriptive language on a higher level in combination with pictures. The book also incorporates social studies and science. The social studies comes from the history of the bridge and the monumental landmark it created. Where the science comes from the curiosity of just how much weight the bridge could handle, and the structure of the bridge.	For the social studies aspect of the book I would have the students work in groups of three to create a presentation of one of their favorite American landmarks. For the science aspect of the book I would again have students work in groups to create a bridge of their own, which could support weight. The materials the students would use to build would consist of popsicle sticks, paper, tape, and maybe other a few items along the same lines. Each group would then present their bridge to the class and the class would record how much weight each bridge could hold.
By: Ruth Galloway Copy Right: 2003 Pages: 32 (Science) 1st Grade		Nottingham Children’s Book Award The theme for this story is not to judge someone by how they look but by the person they are inside.		I think this book would be very effective for teaching about bullying and judging others. Smiley Shark is scary to the other animals because of his teeth, so none of them will play with him. But when Smiley Shark helps all of the animals at the end, and can because of his teeth, it teaches the other animals not to judge Smiley Shark. The book is also a good technique to teach about marine life and the ocean. It is a good light hearted way to hear about different animals in the ocean, and the illustrations can give students an idea of what the ocean looks like.	For this book I would use a “Think Aloud”. I believe it would be effective to during reading ask the students why the other fish and animals are scared of Smiley Shark. The students could discuss why judging Smiley Shark is not nice. Also the class could also make a chart of the different aquatic animals in the story.
By: Doreen Cronin Illustrator: Betsy Lewin Pages: (Social Studies) 5th Grade		New York Times Best Illustrated Children's Books The Children's Choices 2005 NAPPA Honors Award Winner 2004 The theme to this story is to always stand up for what you believe in and what you think you deserve.		I think the book is amazing for students to learn about government because Duck works his way up in the story. The story also shows to take a stand for what you want. Duck is unhappy with the conditions on the far and rather than moping around, Duck does something about it.  Because of Duck having to work his way up and be honest it also teaches students that hard work pays off, and that honesty is always important! The book is illustrated wonderfully so it can keep visual stimulation for the students throughout the entire story.	For this book I would have the students complete a mock election for class president. I would have students nominate one another and go through the entire election process. Students would also write a couple paragraphs about what they think makes a leader, and what type of leader they would want for our classroom.
Traditional Literature          Folk Tale, Myth,  Epic, Multicultural Cinderella
By: Demi Pages:32 Copy Right: 1999 (Folk Tale) 2nd Grade	The theme of this book is to realize that there are two sides to every story, and is important to always keep that in mind.		When two men are confused about how one man’s jar of oil gets knocked over they decide to go to their King to help them settle their dispute. The King is looked upon as being wise of course. I like how the King suggests holding a trial between the donkey and the rock, rather than just settling to problem for the two men immediately. In doing the trial the King is able to teach the two men along with the people of the town an important lesson. The lesson the King teaches in the story I also found humorous yet insightful.		I would use this story to have the class explore the history of Tibet and other cultures. I would then have the class do a mini mock trial. I would make sure the trial had a moral outcome like in the story. I would also have the students write a couple sentences about what they think about the King’s choices in the story.
By: Mary Pope Osborn Illustrator: Troy Howell Pages: 96 Copy Right: 1988 (Epic) 5th Grade	The theme of this book varies, it teaches many lessons to students about honesty, respect, loyalty, and bravery.		This book is a great way to introduce students to a variation of Greek Mythology. There are over a dozen tales in the book from Cupid and Psyche, and King Midas. The myths are told in a way that are life like and very descriptive, which I found perfect for students to find interest in.		I would use the myths as a creative writing tool. I would have each student think of their own Greek myth, or retell their favorite Greek myth. The students would write their myths with a journal like style.
By: Nina Jaffe Illustrator: Louise August Pages:32 Copy Right:1998 (Multicultural Cinderella) 3rd Grade	The theme of this book is to always be kind despite your difficulties because good things happen to good people.		This Cinderella story is even more special because of the fact it has nothing to do with princesses. The story includes the classic details of Cinderella but does it in a twist that also teaches about Jewish traditions. The youngest daughter, Mireleh, is banished from the home for telling her father “she loves him as much as meat loves salt.” She must then begin her life living as a servant. It is when Mireleh is given a magical stick her life turns around, and her glass slipper is left at a ball.		A “Think Aloud” comparing and contrasting this story to a traditional Cinderella story would be a great activity for students. The class could read a traditional Cinderella story first, and The Way Meat Loves Salt after. The class could create a chart of their comparisons and discuss which version of Cinderella was their favorite.
Modern Fantasy:                    ( primary, intermediate,  upper)
By: J.K Rowling Pages: 320 Copy Right: 1997 (Wizards) (Intermediate)		The theme of this book is that we are all destined for greatness, and we can become whoever we wish to be in life.	Harry Potter is about to learn many new things about his life; for starters that he is famous. It all begins when Harry is called to a wizard school, and learns he is a wizard. I like this book because it also focuses on family and how not all children have a traditional family.		For this story I would have the students create their own book. The story would draw and illustrate and a book they imagined. The story can be about whatever the students wish. The story should be written in third person.
By: Mary Pope Osborn Pages: 80 Copy Right: 1992 (Magic) (Primary)		The theme of this book is to always stick together, and use your imagination because it can take you anywhere.	Jack and his sister Annie get thrown into adventures they could never imagine when they find a magical Treehouse near their house. I love this book because it transports the children to new magical worlds through books. I feel these stories can encourage children to read more and use their imaginations.		For this story I would have students write a journal entry from the perspective of the characters in the story. The students will write what they would do in the situation that takes place in the book.
By; James Patterson Pages: 432 Copy Right: 2005 (Fantasy) (Upper Elementary)		The theme of this book is although you many seem alone in the world you are not. You must fight to protect yourself, your loved one, and what you believe in. The book teaches to never give up and never settle for less than what you think you deserve.	This is an awesome book with a great plot. It is relatable to students in a fantasy way. The character encounters problems of your average preteen but also must face extremely difficult feats. Max is a 14 year old girl who loves to soar above the world with the members of the “flock.” Always having to try and escape from scientists who want to conduct experiments on them due to their different the abilities, the flock must constant work together to protect the only family they have. The book does a great job teaching students about persistence, love, trust, and to never give up. Although the book is 432 pages it is an easy read, and using appropriate vocabulary. Another plus of the book is a series so it draws students in to read more after they finish the first book.		A fun activity for students to do with this book would be to create their own book trailer using Photo Story 3. The book has many characteristics that could be movie quality. Since there are four main characters and then the scientists, I would split the students into small groups (depending on class size) and have each group focus on a character. The students’ trailer could explain about the character, or be persuasive about why their character is the best in the story. I would then have the students present their videos to the entire class.
Poetry Books                       (primary, intermediate, upper)
By: Shel Silverstein Illustrator: Shel Silverstein Pages: 184 Copy Right: 2006 (Primary)		The theme of this book is to be different. Embrace the differences and remember what your parents teach you in life.	I absolutely love all of Shel Silverstein’s books! I find him to be incredible! He is delightful, lighthearted, and creative. The poems deal with unrealistic attributes that engage student creativity. I like the book because it puts a twist on traditional poetry.  The series I also find useful because there are many different books that are similar but the poems are different. The poems in the book are creativity, innovative, and unique. They open new doors to children’s imaginations. The poems can also explain various important lessons in a fun, untraditional way.		For this book I would have students write their own poem book. This book would be 5-6 pages, each page containing a poem. The students would focus on rhyming poems due to their age; however they could make their poems about anything they wish. I would also have students illustrate each poem.
By: Neil Gaiman Illustrator: Chris Grimly Pages: 32 Copy Right: 2008 (Upper Elementary)		The theme of this book is to be imaginative and look for connections between all things. The book also teaches to be fearless.	This book is wonderful to me because it puts a new twist on alphabet books. The book is filled with a full story line and an adventure. I feel these qualities immediately draw students further into the alphabet and book as opposed to other alphabet books. With the two children embarking on an adventure with a treasure map and escaping past reality into another world student can follow the story and become engulfed in it. I also like this book because it can be read in the classroom with the lights off and in scene with the story. The story can come to life for the students and each letter representing another moment in the story, for example, “M is for mirrors you’ll stare in forever;”		For this book I would have students create their own alphabet books on a topic we were learning in the classroom. For example if we were learning about the Civil War students would create an alphabet book where each letter described something different about the Civil War. With this book students would be allowed to illustrate each page, once the writing process is finished. The book would give students creativity to review and teacher in a new unique way. It is also an opportunity for students to get sucked into the subject they are writing about because it is of more interest to them.
By: Ronald Dahl Illustrator: Quentin Blake Pages: 1982 Copy Right: 48 (Intermediate)		The theme of this book is to think outside the box of tradition and be creative.	This book is exciting and fun to read because it takes traditional fairy tales that most students know and twists them into something new! In combination with the illustrations it cannot help but make rhyming interesting to students. Cinderella is my favorite rewrite personally. Cinderella’s character is not the sweet perfect girl portrayed in other versions of the story; instead she is demanding say things such as “I want a dress! I want a coach! And earrings and a diamond brooch!” The story is fun to read and really can catch students by surprise because they do not know what to expect.		For this book I would have each student pick their favorite traditional fairy tale and rewrite the story. Each student could then have the opportunity to share their alternate story with the class. From that the students could rewrite a fairy tale together as a class with the teacher and then perform the fairy tale as a play. This is a perfect way to incorporate reading, writing, and acting into a lesson.
Realistic Fiction:                   (primary, intermediate, upper)
By: Ezra Jack Keats Illustrator: Pages: 32 Copy Right: 1965 (Primary)		The theme of this book is to be friends with who you chose and not worry if people will judge you because of it.	Peter has an upcoming birthday party and wants to make sure it is perfect. Peter wants to invite a special guest but the rain gets in his way, when he tries to mail the letter. I like this book because Peter is also worried the boys at the part will not like Amy because she is a girl. The book can be a good scaffold to let students know it is okay for boys and girls to be friends. At the elementary age coed friends can be a difficult concept for students to grasp and this introduces it perfectly.		This book could be used with a “Think Aloud” because as Peter mails the letter and thinks about what his friends will think about Amy coming to the party, the students can make predictions. The students can discuss if they have friends of all different sexes and what they think about Peter’s idea to invite Amy to the party.
By: Ellen Levine Illustrator: Steve Bjorkman Pages: 32 Copy Right: 1989 (Primary)		The theme of this book is to always try your best and never give up, even if something does not come easily. The book also teaches not to judge others for their differences.	I think this book is very important especially when teaching in diverse setting because it can show students to be empathetic to all students and new students. Mei Mei is a relatable character not only because she moved from Hong Kong to New York, but also because she is having difficulty with English. This book can also show students who are new and learning English that they are not alone, and not to get frustrated with themselves or give up but to continue trying and do their best.		For this book I would have students write about a time they faced something difficult in their journals. The students would write about what was difficult, how it made them feel, and how they overcame it. Also if the student had not overcome their difficulties yet the student could write about what they will do to overcome their challenge.
By: Sharon Creech Copy Right: 2003 Pages: 160 (Intermediate)		Rebecca Caudill Young Reader’s Book Award Nominee (2006) The theme of this book is to not always blame others, and fighting with friends is not worth the trouble. Many times one must apologize if they hurt someone’s feelings even if they think they did nothing wrong.	Every student has a fight with a best friend at least once, and often it can be very difficult to understand or deal with. While with Granny Torrelli, Rosie talks to her about her friendship with Bailey as Granny makes soup. While telling stories Rosie comes to realize although some of what she has done had the best intention she may have hurt Bailey. From that leads to another problem with Rosie being jealous of a new girl, each time Rosie talks to Granny she is enlightened and learns a lesson from Granny’s stories. This story is great for students because it uses food and stories to bring people together and teach some very important lessons.		For this book I would have each student go home and ask a family member about one of their favorite stories. The student and family member will write the story down together. Then one day during class, the class will all make soup together, while each student shares their story with the class. Science and math can also be brought into this lesson with the measuring of ingredients and the cooking temperature for the soup.
By: Janet Tashjian Illustrator: Jake Tashjian Copy Right: 2011 Pages: 272 (Upper Elementary)		The theme of this book is to not always worry about what other people think, and to always do what makes you the happiest.	I love this story because it deals with issues many upper elementary students deal with or worry about facing. Embarrassment, punishment from parents, worrying about peers’ opinions, and learning to be an individual are all things Derek must deal with. All of this almost comes crashing into Derek around the time he is offered his dream job as a stunt double. Derek must face many difficulties and learn various lessons at once. Right when you think Derek is going to crack he takes the challenges the best he can and continues to go on. I feel this book teaches many important lessons to students in an entertaining, age appropriate way.		For this book I would have students write a short story about the worst thing they could imagine happening to them. Students can write the story the way Derek’s story is told. The students will focus on grammar, story structure, and plot while writing. The students will write a rough copy of the story, and go through the revision process before typing their final copy. The teacher can explain to the students that these can be their personal stories to read on bad days to remind them things aren’t as bad as they seem.
Historical Fiction                (primary, intermediate, upper)
By: Kathleen Karr Copy Right: 1998 Pages: 208 (Primary)		The theme of this book is there are many different kinds of intelligences, just because someone is not book smart does not mean that they are not smart.	I would read this book to students before Thanksgiving break to relate the story to the period of time the students are currently going through. The book is also nice because the main character has just finished third grade, so the students can find him relatable even though it is his fourth time completing the third grade. Simon is a brave character and ambitious character. Simon makes a plan to take a huge flock or turkeys to Denver, where much more goes on. This story gives the historical insight of the 1860s to students while creating an interesting character. This is a book I would read aloud to my students due to some parts that are higher level.		For this story I would have the students participate in a “Think Aloud” about what they think will happen along Simon’s journey. The students can discuss their feelings about what Simon is doing and describe Simon’s actions as well. Afterwards the students could write a short paragraph (3-5 sentences) about if they would have done what Simon did or not.
By: Marguerite De Angel Copy Right: 1949 Pages: 128 (Intermediate)		Yearling Newbery Award winner 1950 The theme of this book is to never give up or think you cannot do something, or think who you are is not good enough.	This is an uplifting story about a young boy named Robin who has been sick with the plague. Robin just wants to be like his father and fight for his country. Robin feels alone because his father and mother are both away. Luckily Robin’s brother takes him St. Mark’s Monastery until his father will return. From this Robin encounters a series of events that calls him to be brave, and help those around him. I find this story important to share with students because it teaches them anyone can do anything and to always be brave.		For this book I would have students in small groups of four and research the plague to create a presentation to share with the class. This will require both cooperative learning from the students. Also this assignment will allow students to learn more because, each group will probably have a few different facts that each student can learn from.
By: Robert Lawson Copy Right: 1939 Pages: 50 (Intermediate)		The theme of this book is how often only one person gets credit many times great things come from many people working together.	This book tells the story of Benjamin Franklin from the perspective of his sidekick and helper a mouse named, Amos. This book is funny, witty, and educational. Amos claims most of Franklin’s ideas and takes credit for his brilliance. This is done so in a way which is still educational to students but unique.		For this book I would have students create a timeline of Benjamin Franklin’s life and his inventions. The students could add Amos into his life if they wish or create another helping character such as Amos. The students’ timeline would be a helpful review of the story for them as well as a study guide for future assignments.
By: C.D. Baker Copy Right: 2010 Pages: 366 (Upper Elementary)		The theme of this book is how it is important to know history which shaped today’s present.	This book is the untold mystery of the American Revolution. The story focuses on the Revolutionary War and is told through the story of some creative historical characters. The author uses the combination of fictional characters to tell a realistic story. The story shows the turmoil caused by the war of both the patriots and the loyalists. I love this story to teach the principles of the American foundation and put a twist on a war that can often be very gruesome.		I would use this book as an introductory lesson on the Revolutionary War. The book could give students an interesting insight to the history of the War, to draw their attention in. Upon completion of the book I would have students write their opinion of the Revolutionary War. After completing the entire lesson on the war, I would have students revisit their opinions to see if they have changed at all.
Non Fiction                       (primary, intermediate, upper)
By: Martin Jenkins Illustrator: David Parkins Copy Right: 2001 Pages: (Primary)		The theme of this book is to always explore to learn and challenge oneself to learn new things.	This book sheds a fun light on plants and their growth. Following a scientist in search of carnivorous plants the students are able to learn about plants that eat animals while the main character is learning. I like this book because rather than lecturing students to teach them they are able to learn with the character in the book. I feel this draws students in more and makes it more interesting for them because it is like a story.		I would have students grow bean plants in this classroom after reading this book. The students would grow three different seeds. Students would monitor the growth of the plants and compare the differences of the plants. The students would keep their recordings in a scientific journal. This would be a good opportunity for students to learn about growth and plants.
By: Eric Carle Illustrator: Eric Carle Copy Right: 1997 Pages: (Primary)		The theme of this book is how each animal is different, and how fun it can be to learn about different things. Also just because one thing does something a certain way and another does it differently does not mean one is wrong.	Eric Carle is one of my favorite authors. I feel that he is able to make any topic interesting for students and put a creative twist on topics. This book allows students to move, wiggle, and have fun while being read to and learning. The book asks questions about movements and then has the students mimic the actions. For example, an elephant stomping its foot, followed by the students stomping their foot. This book is able to teach students about animals in an active and entertaining way.		For this book I would have students work together as a class to write a “rap for review”. The class as a whole would write a song to remember the animals and motions they read about in the book. The students could also create a dance to go along with the rapping song. This would be a fun way for the class to get involved together and review different material.
By: Stephanie Spinner Illustrator: Meilo So Copy Right: Pages: 48 (Intermediate)		The theme of this book is to never underestimate someone’s intelligence or judge them before you know them.	This book is a great one to read to students because it has an underlying message of never to underestimate someone. Alex was supposed to be an experiment, and a simple one at that. Scientists in 1977 believe that dolphins and apes and animals with bigger brains were the intelligent ones, not parrots. Alex shocked everyone though and especially Irene his caretaker. Alex showed he could count, add, subtract and do much more. This book can be motivation to students because although Alex wasn’t supposed to have the brain power to do these things he did them.		For this book I would have students complete a QuIP chart. I would have students fill out what they know about experiments and parrots prior to learning, what they learned during reading, and finally everything they learned after reading. This would be a way to show students how to organize their thoughts and information while reading.
By: Laurie Keller Illustrator: Laurie Keller Copy Right: 2008 Pages: 40 (Upper Elementary)		The theme of this book is to never be bored with a topic but to find creative ways to help you learn it and understand it.	Geography can at times being a boring topic to students or something that can be difficult to interest students in. This book teaches students about states and their abbreviations in a fun way that could make it easy for students to remember. For example, “Hi, Hawaii. What’s your abbreviation?”, “HI.”, “Yes, hello. What’s your abbreviation?”, “HI.”  The book uses a catchy way to teach students the abbreviation of each state, and help students remember the states’ locations.		For this book I would have each student randomly draw a state and research the state to present it to a class. The students could present their state to their classmates through a PowerPoint, song, essay, through acting or whichever way they feel comfortable with. Students will be required to take notes on other students’ presentations.
DIVERSE POPULATIONS                 (primary, intermediate, upper)
By: Ina Friedman Illustrator: Allen Say Copy Right: 1984 Pages: 32 (Primary)		Reading Rainbow Selection The theme of this book is that it is okay not to understand someone else’s culture, but the important thing is to always be willing to learn about it.	This book is a perfect way for students to learn the communication of two different cultures. I loved this story because it used the perspective of an American sailor and Japanese woman to learn about the other’s culture, but secretly. I love how each character tries to learn about the others secretly because I feel it puts a fun twist at the end when both find out. I like also how the book teaches students about different cultures and it is okay to be different.		For this book I would have students complete a family tree, including where their parents, grandparents, and great-grandparents came from. For students who might not be able to do this, I would provide them with a person to research. This could be a great opportunity to bring parent involvement into the classroom.
By: Patricia Polacco Illustrator: Copy Right: 1998 Pages: 30 (Primary)		Theme: The theme of this story is the importance of family and spending time with one another.  The story teaches respect and tolerant and love and family can be found anywhere.	I love this story. It immediately teaches about family and acceptance. After the young Russian-American girl’s grandmother dies, it is so uplifting to see how the family next door takes her in and gives her love and support. The story’s theme radiates throughout the entire text. The way the girl has the boys become her “brothers” and they work together to try to get their Grandmother something special, truly is amazing. I feel this story can relay many important qualities to students, about tolerating all people. Also I feel the story is helpful for teaching students about family, and how there are more types of families then just the generic kind.		For this book I would have students participate in a culture fair. In this fair each student would be allowed to bring in their favorite home cooked meal from their heritage to share with the rest of the class. I would invite the parents into the classroom as well to have them be involved.
By: Joyce Hansen Copy Right: Pages: (Intermediate)		The theme of this book is friends can be found anywhere. It is important to be a good friend because you never know how much someone can value your friendship. It also teaches that just because members of your family have done bad things does not mean you must; you can break the cycle and become whomever you chose to be.	This book tackles so many levels of diversity it is hard not to love. From foster children, to death of parents, to loved ones experimenting with drugs the book can almost relate to anyone. The book also defines “home” in the untraditional way, which I find very important. Many students in today’s society do not have a traditional “home”, so it is important they learn that they are not alone. The friendship and openness between Amir and Doris in the story draws the reader in and allows them a direct view into the characters’ minds. I think it is also important that the book shows Amir’s curiosity about his real family although he still has a loving one. I feel this could help students in his situation know it is okay and that doesn’t mean Amir loves his “family” any less.		For this book I would pair up with a teacher in a different county or area, and have the class become pen pals with one another. Each student would be assigned to another student in the other class. The goal would be for the students to write one letter a week to their pen pal, about any topic they wish. Prior to this remember to go over safety rules with students, like never giving out an address or any extreme personal information to strangers.
By: Paula Fox Illustrator: Copy Right: 1997 Pages: (Upper Elementary)		The theme of this book is that everyone deserves love. It teaches that we cannot be angry at people for traits that they themselves cannot change, all we can do is be there for them and love them.	As a special education major, I love this book! I feel it tackles some very important points and issues that some students face, yet feel alone about. Paul is angry and feels unwanted because of the fact that his younger brother, Jacob, has down syndrome. Paul even comes to the fact of questions if his brother is worth loving and living. This book really touched me because often people focus on the individual with the disability and look past their family members. Paul tries to hid the fact that they are brothers and truly is embarrassed by Jacob, not realizing it is not something Jacob chose to have nor can change. The story is touching and I loved it because you have the opportunity to go through this journey with Paul as he comes to terms with his brother.		For this book I would have each of my students research a different disability. This assignment would take upon completion of the book. The students would share their presentations with their classmates. Also throughout the book I would have the students keep a personal journal to write down how they would feel if they were Paul or even if they were Jacob throughout different times of the story.