Mrs. Jefferson's Blog



Literature Unit: Respect By: Brittany JeffersonELIB 218April 5th, 2017Literature Unit Rationale: RespectDuring my internship in grade one, I had the opportunity to work with a young boy who had exceptionalities. Before coming into grade one, he was diagnosed with the Autism Spectrum Disorder. The other children knew that he was different, but they didn’t understand why he had such big movements, or why he was very loud at times. In their minds, they thought he was just a “naughty” boy. At times, they were very disrespectful and rude to this young boy. They would often blame him for things that he didn’t even do. For example, if they were accidently pushed and didn’t know who pushed them, they immediately blamed this young boy for doing it. This is why I chose the theme of respect. It was a major issue in my classroom. I believe that treating people with respect needs to be continually talked about as children and youth progress throughout their schooling. Kindness is a quality that needs to be valued. With permission from his parents, the Learning Resource Teacher came in and did a couple of presentations about the young boy who was struggling with his peers. For one of her lessons, she created a book about this boy. The book represented how he was the same and different as them. After this, we talked about how we should treat each other with respect, no matter what the differences are. This book had a significant impact on the students. There was a noticeable difference in their behaviour towards this young boy. This is what I love about literature! It opens children’s eyes and hearts. It allows them to empathize or sympathize with others. In just one story, these children’s attitudes and thoughts began to change. From that moment, I started reading books about kindness and how we should treat others. Through stories, children were able to understand what respect looked like, sounded like, and felt like. Literature is a way to begin conversations about important topics. Authors and illustrators have a brilliant way of explaining a concept to a child in a way that they will be able to comprehend. They have the ability to take something that is complex and simplify it for a young mind. As they do this, they are not losing the meaning of the story. From this experience, I am reminded of the power and the value that literature has on children. I think it is important to note that I was constantly correcting children as they were being disrespectful. I was even engaging in conversations about how to treat this young boy who was different than us. However, these conversations became so much deeper when we started bringing in different literature centred on this topic. Literature brings our thoughts and conversations to a whole new level. The more we can dig deeper with the children, the more they will be impacted. Literature is one of the best ways to do this. ______________________________________________________________________________The touch stone book that I decided to use for this project is called, “The Lion & The Mouse”. This wordless book is by Jerry Pinkney. I have put a huge emphasis on respecting others throughout the unit. This particular book falls under this theme. I decided that a wordless book would spark great conversations centred on treating others as you would like to be treated. A wordless book forces children to talk about what is happening. After going into depth about respecting others, I would begin to challenge children on what respect can look like in other parts of their lives (ex. respecting the environment). 43434007750810By: Brittany Jefferson 00By: Brittany Jefferson 20332703285490Theme: Respect USC 2.4 Examine social and personal meanings of “respect” and establish ways to show respect for self, persons, living things, possessions, and the environment. 00Theme: Respect USC 2.4 Examine social and personal meanings of “respect” and establish ways to show respect for self, persons, living things, possessions, and the environment. -3924305398135Respecting the Environment and Living Things: “A Journey Through the Circle of Life” by Desiree Gillespie “Honouring the Buffalo” by Judith Silverthorne “Kids Who Are Changing the World” by Anne Jankeliowitch “Making a Difference” series by Sue Barraclough “23 Ways to be a Eco Hero” by Isahel Thomas 00Respecting the Environment and Living Things: “A Journey Through the Circle of Life” by Desiree Gillespie “Honouring the Buffalo” by Judith Silverthorne “Kids Who Are Changing the World” by Anne Jankeliowitch “Making a Difference” series by Sue Barraclough “23 Ways to be a Eco Hero” by Isahel Thomas -368300344170 What Respect Looks Like: “Do Unto Otters” by Laurie Keller “Have You Filled a Bucket Today?” by Carol McCloud “Interrupting Chicken” by David Ezra Stein “Kindness is Cooler” by Margery Cuyler “Kode’s Question: A Story of Respect” by Katherine Vermette “My Mouth is a Volcano” by Carrie Hartman “Pig the Pug Fibber” by Aaron Blabey “Respect” by Kimberley Jane Pryor “Splat says Thank-You” by Rob Scotton “The Berenstain Bears Forget Their Manners” by Stan & Jan Berenstain “The Diamond Willow Walking Stick” by Leah Marie Dorion 00 What Respect Looks Like: “Do Unto Otters” by Laurie Keller “Have You Filled a Bucket Today?” by Carol McCloud “Interrupting Chicken” by David Ezra Stein “Kindness is Cooler” by Margery Cuyler “Kode’s Question: A Story of Respect” by Katherine Vermette “My Mouth is a Volcano” by Carrie Hartman “Pig the Pug Fibber” by Aaron Blabey “Respect” by Kimberley Jane Pryor “Splat says Thank-You” by Rob Scotton “The Berenstain Bears Forget Their Manners” by Stan & Jan Berenstain “The Diamond Willow Walking Stick” by Leah Marie Dorion 20188055693237Friendship: “Kate and Pippin” by Martin Springett “Lenore Friends a Friend” by Jon Katz “My Friend Jamal” by Ben Frey “Thoughts and Feelings: Making Friends” by Sarah Levete “That’s What Friends Are For” by Florence Parry Heide 00Friendship: “Kate and Pippin” by Martin Springett “Lenore Friends a Friend” by Jon Katz “My Friend Jamal” by Ben Frey “Thoughts and Feelings: Making Friends” by Sarah Levete “That’s What Friends Are For” by Florence Parry Heide 29077311812224In-Depth Study of Various Characters in a Story: “First Day: Night Movies” by Allison Uitti “A Chair for my Mother” Vera B. Williams020000In-Depth Study of Various Characters in a Story: “First Day: Night Movies” by Allison Uitti “A Chair for my Mother” Vera B. Williams43434005524500Respecting Differences: “The Skin You Live In” by Michael Tyler “The Moon Tree” by Beverley Brenna “The Two Trees” by Sally Meadows “Who We Are! All About Being the Same and Being Different” by Robbi H. Harris 00Respecting Differences: “The Skin You Live In” by Michael Tyler “The Moon Tree” by Beverley Brenna “The Two Trees” by Sally Meadows “Who We Are! All About Being the Same and Being Different” by Robbi H. Harris 2000250361950Respecting Self: “The Little Duck” by Beth Cuthand “Estelle and the Self-Esteem Machine” by Jo Bannatyne-Cugnet 00Respecting Self: “The Little Duck” by Beth Cuthand “Estelle and the Self-Esteem Machine” by Jo Bannatyne-Cugnet 43446702769235Bullying: “Chrysanthemum” by Kevin Henkes “Say Something” by Peggy Moss “Spots, Dots, and the Nots” by Fawn Einarson “The Recess Queen” by Alexis O’Neil “The Tale of Sir Dragon: Dealing with Bullies for Kids” by Jean E. Pendziwol “Weird” by Erin Frankel 00Bullying: “Chrysanthemum” by Kevin Henkes “Say Something” by Peggy Moss “Spots, Dots, and the Nots” by Fawn Einarson “The Recess Queen” by Alexis O’Neil “The Tale of Sir Dragon: Dealing with Bullies for Kids” by Jean E. Pendziwol “Weird” by Erin Frankel 4346102365273Respecting Others: “Cinders: A Chicken Cinderella” by Jan Brett “The Lion and The Mouse” by Jerry Pinkney “Rabbit and Bear Paws: Respect” by Chad Solomon “Respect is Correct” by Linda Sky Grossman “Thinking of Those in Need” by Stan & Jan Berenstain 00Respecting Others: “Cinders: A Chicken Cinderella” by Jan Brett “The Lion and The Mouse” by Jerry Pinkney “Rabbit and Bear Paws: Respect” by Chad Solomon “Respect is Correct” by Linda Sky Grossman “Thinking of Those in Need” by Stan & Jan Berenstain Literature Unit Web: RespectWhat respect looks like:1) “Do Unto Otters” (Outcome: USC 2.4 Indicator: a & j)Important Info: Fiction, Humour Recommended Reading: read aloud, independent readAuthor: Laurie KellerIllustrator: Laurie Keller Copyright: 2007 Laurie KellerPublication Info: Henry Holt and Company Overview:This particular book deals with manners. Children study manners such as being friendly, cooperating, being honest, and playing fair. A conversation about the “golden rule” would definitely be appropriate for this book. The illustrations and the text are very humorous throughout the book, making it a very engaging read for children. There are many different features throughout this text, including speech bubbles and sound effects. The representations of the animals and their actions will have the children laughing out loud. 2) “Have You Filled a Bucket Today” (Outcomes: USC 2.4 Indicators: j)Important Info: Mom’s Choice Awards, Informational Recommended Reading: read aloud Author: Carol McCloud Illustrator: David Messing Copyright: 2006 Carol McCloudPublication Info: Ferne Press Overview:This book comes with endless examples of how to show respect. This is called being a “bucket filler”. Not only are children given ideas on how to be kind, they also can begin to discuss others ideas of kindness. It is evident that the theme of this book is centered on the idea of treating others the way you would want to be treated. The structure of this book is very simple. Readers will be able to easily comprehend it. The illustrations are bright and enthusiastic. The idea of being a “bucket filler” is a great visual explanation of how kindness impacts others. This is depicted throughout the illustrations as well. This book also comes with a lot of resources to engage your students in. 3) “Interrupting Chicken” (Outcome: USC 2.4 Indicator: a)Important info: Fiction, HumourRecommended Reading: read aloud, independent read Author: David Ezra Stein Illustrator: David Ezra Stein Copyright: 2010 David Ezra Stein Publication Info: Candle WickpressOverview:This book uses sense of humour to teach children what interrupting is. Through this book, children can begin to have conversations about how interrupting is disrespectful behaviour. Children can also come up with a plan on what to do if they want to talk. At times, the author uses speech bubbles throughout the story. Consider taking the time and discussing what speech bubbles are. The illustrations in this text are bright and vibrant! They would be very attractive to a young audience. 4) “Kindness is Cooler” (Outcome: USC 2.4 Indicator: d)Important Info: Fiction, Rhyming Recommended Reading: read aloud Author: Margery Cuyler Illustrator: Sachiko Yoshikawa Text Copyright: 2007 Margery Cuyler Illustrator Copyright: 2007 Sachiko Yoshikawa Publication Info: Simon & Schuster Books for Young Readers Overview:A group of children begin to misbehave in class. The teacher gives them an assignment where they have to perform acts of kindness for their families. Eventually, this becomes a class project, where all children are engaged in doing different types of kind acts. The author uses catchy phrases such as, “A good deed fills a need”. Thus, helping children remember how important it is to be kind and respectful. The plot is straight forward and easy to follow. The illustrations are attractive, very detailed, bright and vibrant. This project would be a great idea to do as a class! 5) “Kode’s Question: A Story of Respect (Outcome: USC 2.4 Indicator: a) Important Info: First Nation Content, Fiction, Recommended Reading: independent readAuthor: Katherine Vermette Illustrator: Irene KuziwCopyright: 2014 Katherine Vermette Publication Info: Highwater Press Overview: A young girl is on a quest to find out what “respect” means. She goes around and asks several different people. Kode quickly becomes confused because they all have different answers. This is a fantastic story with clear definitions and practical examples of respect. The drawings are very simple, but the texture that she creates with lines make the illustrations beautiful and attractive. It is a fairly easy read. Children at this grade level will be successful reading this independently. The author has a special way of communicating a complex topic to a young audience. 6) “My Mouth is a Volcano!” (Outcome: USC 2.4 Indicator: d) Important Info: Teacher’s Choice Award, AEP: Distinguished Achievement Award, Fiction, Humour Recommended Reading: read aloud, shared reading Author: Julia Cook Illustrator: Carrie HartmanCopyright: 2005 National Center for Youth IssuesPublication Info: National Centre for Youth Issues Overview:This is an engaging and funny story of a young boy who struggles with blurting and interrupting. The author uses the metaphor of a volcano. The young boy is excited to speak his mind and he ends up erupting like a volcano. Children can discuss how interrupting and blurting is disrespectful throughout this story. The author uses repetitive words such as “rumble”, “grumble”, “wiggle”, and “jiggle”. This is very engaging and children can join in and say the phrases with the teacher. The plot is predictable and repetitive. The illustrations are quite comical. At times, they are also exaggerated. Many children will be able to personally identify with this book. 7) “Pig the Pug Fibber” (Outcome: USC 2.4 Indicator: i)Important Info: Fiction, Poem, Humour, Recommended Reading: read aloud or independent readAuthor: Aaron Blabey Illustrator: Aaron Blabey Copyright: 2015 Aaron Blabey Publication Info: Scholastic Canada, Ltd. Overview: This is a hilarious tale of a pug who blames the things that he does on his fellow friend. Eventually his lying catches up to him and he pays the consequences. The text is very rhythmic and engaging. The illustrations will make the children laugh out loud. The illustrator has a hilarious way of using funny facial expressions of the characters. By just looking at the pug, we can tell that he is up to no good. Although the sense of humor is the highlight, children will learn a valuable lesson on how lying is disrespectful. 8) “Respect” (Outcome: USC 2.4 Indicator: a & e)Important Info: Non-FictionRecommended Reading: read aloud Author: Kimberley Jane Pryor Copyright: 2008 Kimberley Jane Pryor Publication Info: Macmillan Library Overview:This Non-Fiction text gives a solid definition of what respect is. It also gives examples of how to show respect such as being polite and considerate. There may be brand new words for readers throughout this text. It is recommended that the teacher shows children how to refer to the glossary of this book to understand the definitions. The photos in this text are taken of real children and families, allowing the reader to make personal connections. This would be a great read when introducing the topic of respect. 9) “Splat says Thank You!” (Outcome: USC 2.4 Indicator: e)Important Info: Fiction, HumorRecommended Read: read aloud or independent read Author: Rob Scotton Illustrator: Rob Scotton Copyright: 2012 Rob ScottonPublication Info: Harper Overview:Splat flashes back and talks about all the memories that he has had with his friend Seymour. After each funny memory, Splat makes sure to say thank-you. This is a wonderful reminder that we all need to say thank-you when someone does something for us. Saying “thank-you” is a sign of respect and appreciation. Rob Scotton’s illustrations are very animated. They are also fun, bright, and energetic. Splat the cat is a simple and engaging read. 10) “The Berenstain Bears Forget Their Manners” (Outcome: USC 2.4 Indicator: a & e)Important Info: FictionRecommended Reading: read aloud or independent read Author: Stan & Jan Berenstain Illustrator: Stan & Jan Berenstain Copyright: 1985 Berenstains, Inc.Publication Info: Random House New York Overview:Mother Bear develops a plan to make sure that her family is using their manners, which is called “The Politeness Plan”. After reading this book, consider making a similar plan as a classroom. This book can be followed up with how manners is a part of being respectful. The story is long, but quite simple. Illustrations are detailed and supportive. You can tell when the cubs are being disrespectful by just looking at the picture. This is a classic story that can easily be used in the classroom. 11) “The Diamond Willow Walking Stick” (Outcome: USC 2.4 Indicator: j)Important Info: Metis Content, , Recommended Reading: read aloud Author: Leah Marie DorionIllustrator: Norman Fleury Copyright: 2012 Leah Dorion Publication Info: Gabriel Dumont Institute Overview: To learn about his Metis culture, a young boy lives with this grandparents. Throughout this story they explain to him that, “what goes around comes around”. In other words, we need to treat people the way we want to be treated. An example of respect in this story is shown through generosity. The young boy creates a walking stick and ends up giving it to a warrior from the Louis Riel days. The structure of this story is quite simple. Children are given many examples of generosity. Therefore, this helps them comprehend the main idea that is present in the book. The illustrations are noteworthy as well. The artist uses bright colours of paints. He also outlines his work with the colour of black. This gives it a very sharp look. Patterns are also a key feature throughout the pages. This book would serve as a great conversation starter around the theme of respect. It also would be an excellent choice in the area of art. Respecting Others12) “Cinders: A Chicken Cinderella” (Outcome: USC 2.4 Indicator: g) Important Info: Fairy Tale, Fiction Recommended Reading: read aloud Author: Jan Brett Illustrator: Jan Brett Copyright: 2013 Jan Brett Publication Info: G.P Putnam’s Sons Overview:Jan Brett represents the classic tale of “Cinderella” throughout her story. Consider using this story to discuss the actions of the characters. Were they respectful or not? As usual, Jan uses very descriptive and rich language. Her illustrations are beautiful and represent eighteenth-century Russia. It is evident that she paid attention to detail throughout her artwork. She uses very fine lines and has an emphasis on texture and colour. Her choice of using chickens as the characters add a sense of humour to the story. This is an enjoyable story that children can learn from. 13) “The Lion and The Mouse” (Outcome: USC 2.4 Indicator: j)Important Info: “The Caldecott Medal” award, Wordless, Fiction, TOUCH STONE BOOKRecommended Reading: read aloud, independent read, shared read, paired read Illustrator: Jerry PinkneyCopyright: 2009 Hachette Book Group, Inc. Publication Info: Little, Brown And CompanyOverview:A lion decided to not eat a small mouse that disrupts him. When he finds himself in trouble, the mouse remembers what he did and repays him by setting him free. This is a perfect example of the “golden rule”. The lion treated the mouse as he wanted to be treated. Also, they both demonstrated kindness for one another, which is a direct act of respect. The illustrations in this text are outstanding. The artist creates a very detailed scene, allowing the reader to understand the story without any text. He truly does capture the beauty of wildlife. This is a great example of how stories can be told without words. 14) “Rabbit and Bear Paws: Respect” (Outcome: USC 2.4 Indicator: g & j)Important Info: First Nation Content, Sacred Teaching, Fiction, Recommended Reading: read aloud or independent read Author: Chad Solomon Co-Author: Tanya Leary Illustrator: Chad Solomon Copyright: 2011 Chad Solomon and Little Spirit Bear Productions Publication Info: Little Spirit Bear Productions Overview:This is a hilarious story of showing respect by helping others. A young boy and a baby buffalo get stuck in the mud. His giant friend comes along and helps both of them out. The illustrations are very cartoon-like. This particular style of artwork adds to the sense of humour that is portrayed throughout the story. They are colourful and engaging. The plot of the story is simple and easy to follow. Children will learn about respect and be able to laugh out loud throughout the story. 15) “Respect is Correct” (Outcome: USC 2.4 Indicator: i & j)Important Info: Poem, Fiction, Recommended Reading: read aloud, independent readAuthor: Linda Sky GrossmanIllustrator: Petra BockusCopyright: 2002 Toronto Child Abuse CentrePublication Info: Second Story PressOverview:A young girl has a difficult time understanding the meaning of respect because her peers make fun of her. She sees that an older lady is in desperate need. She goes out of her way to help this lady. Through this experience, she learns what respect is. The author has a powerful message on how “in order to get respect, you first have to give it to others”. Many conversations can begin to develop throughout this text. Children can discuss topics such as respecting their peers and respecting the elderly. The text incorporates rhythm as a way to engage the reader. The illustrations are also supportive to the text. The illustrator clearly depicts the emotions that this young girl goes through. 16) “Thinking of Those in Need” (Outcome: USC 2.4 Indicator: i)Important Info: Realistic FictionRecommended reading: read aloud or independent reading Author: Stan & Jan Berenstain Illustrator: Stan & Jan Berenstain Copyright: 1999 Berenstain Enterprises, Inc. Publication Info: Random HouseOverview: Mamma Bear realizes that they have too much stuff in the house that they do not need. Together, the family comes up with a plan to get rid of this stuff. This book would be great for making predictions. Children can guess what the bear family will do with all of their extra stuff that they no longer need. The illustrations are attractive to children and are supportive to the text. Children will be able to easily comprehend this text, as it is easy to follow and the language is simple. An excellent choice for talking about other people’s needs and how we can provide for them. Respecting Self17) “The Little Duck” (Outcome: USC 2.4 Indicator: g)Important Info: First Nation content, Fiction, Recommended reading: read aloud, independent readAuthor: Beth Cuthand Illustrator: Mary LongmanCopyright: 2003 Beth and Stan Cuthand Publication Info: Theytus Books, Ltd. Overview:This is an engaging children’s story about a mud duck who has the desire to become a “handsome Plains Cree” dancer. The Cree people taught this duck to be proud of who he was and that he did not need to change. Children are taught self-worth throughout this story. Through the text and illustrations, the reader can see that this duck was respected and well taken care of. The illustrator pays great attention to the details in her artwork. She represents the First Nation’s cultural wardrobe in a beautiful way. Children can also see the language of Cree represented on the bottom of each page. 18) “Estelle and the Self-Esteem Machine” (Outcome: USC 2.4 Indicator: f)Important Info: Fiction, Humour, Recommended Reading: read aloud, independent readAuthor: Jo Bannatyne-Cugnet Illustrator: Leslie Bell Text Copyright: 1993 Jo Bannatyne-Cugnet Illustrations Copyright: 1993 Leslie Bell Publication Info: Red Deer College Press Overview:A young girl is sent to the self-esteem machine because she cannot tie her shoes. This machine will help her believe in herself. She is in a panic when the machine stops working. She tries to find someone to help. An elderly man explains that in the “olden days” people use to build up each other. The story is lengthy and there are several things that happen along the way. If there is a child that struggles with comprehension, it may be beneficial to read this book aloud to them. Including the illustrations, there are many comical events that happen. The artist pays great attention to detail in every picture. Although it would be hard to understand the story based only on the pictures, the illustrations are still supportive and do enrich the text. With this book, students can begin to have a conversation around the idea of respecting themselves and encouraging others. Respecting Differences 19) “The Skin You Live In”(Outcome: USC 2.4 Indicator: a & f)Important Info: The Just For Mom Foundation: Mom’s Choice Award, Diversity, Poem, Information Text Recommended Reading: read aloud Author: Michael Tyler Illustrator: David Lee Csicsko Text Copyright: 2005 Michael Tyler Illustrator Copyright: 2005 David Lee Csicsko Publication Info: Chicago Children’s Museum Overview:This children’s book takes form as a poem. It discusses the many different colours of skin that we see. The message of this book tells children that all skin is beautiful and that we need to be accepting of all colours of skin. The author uses many metaphors throughout the poem, such as “You pumpkin pie slice skin”. These metaphors help children understand the differences of skin colour. The illustrator does an excellent job of showing diversity throughout his pictures. We constantly see different types of skin, hair types, and eye colours. This is an excellent choice when talking about diversity. 20) “The Moon Tree” (Outcome: USC 2.4 Indicator f & j)Important Info: Children’s Novel, Diversity, Realistic Fiction, ,Recommended Reading: read aloud IMPORTANT NOTE: The author recommends this book to be read by children ages 9 to 12. Be aware of who your students are and their comprehension/reading levels. Author: Beverley Brenna Copyright: 2008 Beverley Breanna Publication Info: Red Deer PressOverview:This is a novel about a friendship between a young boy that is on the Fetal Alcohol Spectrum Disorder and a young girl that is adopted into Canada. From this story, children learn that even when there are significant differences between two people, they can still be friends. This is displayed throughout the novel. Consider having class discussions around how we should treat others that might act different, look different, or speak different then ourselves. Kindness is an important part of respect. 21) “The Two Trees” (Outcome: USC 2.4 Indicator: f)Important Info: Diversity, Realistic Fiction, , Recommended Reading: read aloud Author: Sally Meadows Illustrator: Trudi Olfert Text Copyright: 2015 Sally Meadows Illustration Copyright: 2015 Trudi Olfert Publication Info: Your Nickel’s Worth Publishing Overview:This is an incredible story that needs to be read by all! A young boy has an older brother that has Autism. At the beginning of the story, the younger brother is quite frustrated. He doesn’t understand why his brother acts this way, is embarrassed of him, and does not want to be around him. He later learns what Autism is and begins to have compassion and respect for his older brother. The plot is not complicated and is very easy to understand. The artwork is done with pastels and is supportive to the text. This is a powerful reminder on how it is important to always be a good friend. 22) “Who We Are! All About Being the Same and Being Different” (Outcome: USC 2.4 Indicator: a & f)Important Info: Diversity, Informational Recommended Reading: read aloudAuthor: Robbie H. Harris Illustrator: Nadine Bernard Westcott Text Copyright: 2016 Bee Productions Illustration Copyright: 2016 Nadine Bernard WestcottPublication Info: Candlewick PressOverview:This children’s book about diversity goes into great detail. It talks about physical difference, language differences, family differences, and much more! Throughout the book it highlights similarities such as how we all have feelings. Consider having conversations about how we should treat others who are different then us. The “Golden Rule” would fit perfectly with this text. The text is very informational. Children learn new words such as “melanin”. The illustrations represent different skin types, different families, different clothing, and much more! This is a children’s book that needs to be read by all! Respecting the Environment and Living Things23) “A Journey through the Circle of Life” (Outcome: USC 2.4 Indicator: f & i) Important Info: Fiction, Metis Content, Recommended Reading: read aloud or independent reading Author: Desiree Gillespie Illustrator: Kimberly McKay-Fleming Text Copyright: 2007 Desiree Gillespie Illustration Copyright: 2007 Kimberly McKay-Fleming Publication Info: Pemmican Publications Inc. Overview: Throughout the book, we see a grandfather and grandchild have a wonderful relationship. Together, they talk about taking care of Mother Nature and respecting the environment. To honour Mother Nature, they plant and take care of a tree together. This book is a simple read with supportive illustrations. However, it has another deep message for young children. This book will also help children deal with the passing of loved ones in their life. Through the text and illustrations, children are taught to respect the wisdom of their elders, as well as the environment. 24) “Honouring the Buffalo (Outcome: USC 2.4 Indicator: g) Important Info: Non-Fiction, a Plains Cree Legend, , Recommended Reading: read aloud, consider reading this book in two days as it is lengthyTold by: Ray LavalleeWritten by: Judith Silverthorne Illustrated by: Mike KeepnessText Copyright: 2014 Ray Lavallee & Judith Silverthorne Illustration Copyright: 2014 Mike KeepnessPublication Info: Your Nickle’s Worth Publishing, Regina, Saskatchewan Overview: The illustrations in this text are painted with bright colours. It is also obvious that the illustrator used texture as a way to capture the beauty of the plains and buffalo. In this text, children are presented with the historical facts on how the First Nation’s used the buffalo to survive. The storyteller points out how the First Nations had great respect for the gift of buffalo. In honour and respect of the buffalo, they would decorate the buffalo’s skull and use it for traditional rituals. This is a great opportunity to begin the conversation with children on how different cultures show respect in different ways. 25) “Kids Who Are Changing the World” (Outcome: USC 2.4 Indicator: h)Important Info: Information Text, Non-Fiction Recommended Reading: read aloud, independent read, or pair sharedAuthor: Anne JankeliowitchPhotographer: Yann Arthus-Bertrand Copyright: 2014 Yann Arthus-Bertrand Cover and Internal Design Copyright: 2014 Sourcebooks, Inc. Publication Info: Sourcebooks JabberwockyOverview: Many readers will be inspired by these stories of young people making a difference in the world. The stories consist of children and youth doing something significant for their environment. This includes stories of recycling, reusing, and saving animals. The children and youth that are presented in this book have great respect for their world. The setup of this book is typical for an informational text. There are several photographs and captions to help the reader understand the stories better. This text would be a great example to show young readers how to properly read an information text, such as reading sentences in columns.26) “Making a Difference: Recycling Materials” (Outcome: USC 2.4 Indicator: h) “Making a Difference: Reusing Things” “Making a Difference: Reducing Garbage”Important Info: Book Series, Information Text, Non-FictionRecommended Reading: read aloud, independent read, or paired shareAuthor: Sue BarracloughEditor: Adrian ColeCopyright: 2008 Sea-to-Sea PublicationsPublication Info: Sea-to-Sea PublicationsOverview: These information texts are great for two purposes. First, it gives children an easy-to-read definition for each category. Second, it gives children practical examples of what they can do to become environmentally friendlier. The three texts gives children a sense of responsibility and they demonstrate the importance of respecting the environment. The font is large and there is an abundant amount of photographs that enrich the text. Things are well labelled and organized. Thus, making it easy to navigate for readers of this grade. 27) “23 Ways to be an Eco Hero”(Outcome: USC 2.4 Indicator: h) Important Info: Information Text, Non-Fiction Recommended Reading: read aloud, independent read, or pair shared Author: Isahel Thomas Illustrator: Chris Andrews Copyright: 2015 Marshall Editions Publication Info: QEB Publishing, Inc. Overview:This book would be a great resource to use after talking about what respecting the environment looks like. It is a step-by-step guide on projects that children can do to help the environment. The themes are centred on recycling and reusing. The author uses very simple language so that children will be able to easily understand the steps to the project. It is very clear and organized. The artwork throughout this text is very cartoon-like. The illustrations give the reader a sense of excitement! Bullying28) “Chrysanthemum” (Outcome: USC 2.4 Indicator: g) Important Info: FictionRecommended Reading: read aloud, independent readAuthor: Kevin Henkes Illustrator: Kevin Henkes Copyright: 1991 Kevin Henkes Publication Info: Greenwillow BooksOverview:Chrysanthemum is a young girl who gets picked on because of her name. Children can discuss whether Chrysanthemum’s peers were respectful or not. They could also talk about what they would do in that situation. The story is lengthy and would be best suited for a read aloud so the teacher can direct the conversation. The illustrator used water colour as his medium. He also used a fine-tip black marker to outline his art. His art work is very detailed and attractive. His illustrations are also supportive to the text. 29) “Say Something” (Outcome: USC 2.4 Indicator: g)Important Info: Teacher’s Choice Award, FictionRecommended Reading: read aloud, independent readAuthor: Peggy Moss Illustrator: Lea LyonText Copyright: 2004 Margaret Paula Moss Illustration Copyright: 2004 Lea LyonPublication Info: Gardiner, MaineOverview: “Say Something” is a simple story with a powerful message. A young boy stands by as he watches his peers get bullied. One day the teasing turns to him and he is frustrated that no one stood up for him. This book is a great conversation starter on what do when you see someone who is being treated unfairly. The illustrator did a spectacular job of representing the emotions of the people that were being teased. We can physically see that they are hurting. 30) “Spots, Dots, and the Nots” (Outcome: USC 2.4 Indicator: g) Important Info: Fiction, , Recommended Reading: read aloud, independent read Author: Fawn EinarsonIllustrator: Arthur Karakochuk Text Copyright: 2012 Fawn Einarson Illustrations Copyright: 2012 Arthur Karakochuk Publication: Hear my Heart Books, Inc. Overview:This is a wonderful story of a character who overcomes bullying and eventually has a positive self-image. This book is a great resource to use on “Pink Shirt” day, as the main character in the book is pink. Children can discuss the actions of the characters in the story. Were they respectful or not? The book also gives an example of what to do if bullying is occurring. The art work is very animated. It looks like it is off of a cartoon from a TV show. This artistic style and impacting story will engage readers of several grades. 31) “The Recess Queen” (Outcome: USC 2.4 Indicator: g & j)Important Info: Poem, FictionRecommended Reading: read aloud, independent read, shared readingAuthor: Alexis O’NeillIllustrator: Laura Huliska-Beith Text Copyright: 2002 Alexis O’Neill Illustrations Copyright: 2002 Laura Huliska-Beith Publication Info: Scholastic Press New YorkOverview:A young girl is new to the school and she stands up to the bully. Not only does she stand up, but she also invites the bully to come and play with her. This is a great book to discuss actions that were either respectful or disrespectful throughout the story. The text has rhythm and a lot of rhymes. There are also several repeated phrases that children can join in and say together. The font is fun and engaging. The illustrations are bright and exciting, with cartoon-like features. This is a book that can be used for several younger grades. 32) “The Tale of Sir Dragon: Dealing with Bullies for Kids” (Outcome: USC 2.4 Indicator: f & g)Important Info: Fiction, Medieval Times, Poem, Recommended reading: read aloud or independent read Author: Jean E. Pendziwol Illustrator: Martine Gourbault Text Copyright: 2007 Jean. E Pendziwol Illustrations Copyright: 2007 Martine Gourbault Publication Info: Kids Can Press Overview:A dragon and his friend go to the park to play with the other “knights”. The children tell the dragon that he cannot play with them and that a dragon cannot be a “knight”. Quickly the dragon’s friend sticks up for him and goes to tell the “Queen” and the “King”. Things quickly get resolved between the two groups. The author’s language is rich throughout the text. Children will come across new words such as, “damsel from perilous plight”. The language also has a nice flow and rhythm to it. This would be a great choice to discuss rhyming words. The plot is long, but fairly straightforward. There is also a lot of dialogue that takes place. The illustrations are drawn and coloured with pencil. They are detailed and children can appreciate the medieval wardrobe that is represented. 33) “Weird” (Outcome: USC 2.4 Indicator: g) Important Info: Realistic Fiction Recommended Reading: read aloud, independent read Author: Erin Frankel Illustrator: Paula Heaphy Copyright: 2012 Erin Frankel & Paula Heaphy Publication Info: Free Spirit Publishing Overview:This a story of a young girl who changes things about herself because a peer called her “weird”. She learns a valuable lesson about respecting others and herself. The story is very simple and the plot is easy to follow. Children with various reading levels will be able to read this book and learn a valuable lesson. The illustrations are truly unique. The sketches are done in black and white. However, the illustrator highlights the main character with bright and vibrant colours. Children who have experienced being bullied are encouraged to “never lose sight of who they are”. Friendship34) “Kate and Pippin” (Outcome: USC 2.4 Indicator: g & d)Important Info: Willow Award, Non-Fiction, Recommended Reading: read aloud, independent readAuthor: Martin Springett Photographer: Isobel Springett Text Copyright: 2012 Martin Springett Photographs Copyright: Isobel Springett Publication Info: Puffin Overview: This is an unusual story of how a fawn and a farm dog become friends. A fawn was taking into a farm home and was nursed back to health. During this time, a bond between her and the dog developed. To this day, the fawn will still come back and play with the dog. Through this story we see examples of friendship and kindness. What is amazing about this children’s book is the photographs. Children have the opportunity to see real-life photos of the fawn and dog interacting. 35) “Lenore Friends a Friend” (Outcome: USC 2.4 Indicator: d) Important Info: Non-fiction Recommended reading: read aloud or independent read Author & photographer: Jon Katz Copyright: 2012 Jon Katz Publication Info: Henry Holt and Company, LLC. Overview: A dog is brought to his new home on a farm. All of the animals seem to stay away. He has a difficult time making friends until he meets a ram, named Brutus. Through this story, we see an unusual relationship between a dog and a ram. This would be a great read for a child that may struggle with comprehension. The plot is very predictable. An engaging part of this book is that we get to see real-life photos of these two characters. Children can discuss how the dog felt when he was turned down and how the other animals should have treated him. This is very applicable for their own lives. This is a great reminder that no matter what the differences are, we can all still be friends and get along. 36) “My Friend Jamal” (Outcome: USC 2.4 Indicator: b)Important Info: Non-fiction, Diversity, Recommended reading: read aloud, independent read, or paired readingAuthor & Photographer: Anna McQuinnArtwork: Ben Frey Text and Photo Copyright: 2008 Anna McQuinn Artwork Copyright: 2008 Ben FreyPublication Info: Annik Press Overview: This is a beautiful story of two friends who are from different countries. Inside this text, we take a look at their differences such as religious beliefs, foods that they eat, and the clothes that they wear. The plot of this book is straightforward and easy to follow. Many children will be able to identify with the characters in the story. The pictures are very unique. The artists uses a combination of animation and photographs. For example, we see the actual faces pasted on an animated body. This feature is very engaging! 37) “Thoughts and Feelings: Making Friends” (Outcome: USC 2.4 Indicator: a, c, d, e, f, & j )Important Info: Non-Fiction, Informational Book Recommended Reading: read aloud, independent reading, paired readingAuthor: Sarah Levete Illustrator: Christopher O’Neil Copyright: 2008 Aladdin Books Ltd. Publication Info: Aladdin Books Ltd. Overview:This informational book has many topics such as making friends, what a friendship is, different types of friendships, how to work on friendships, and much more. It gives children practical examples that they can relate to. One of the neat strategies the author uses is asking children questions from around the world. The child’s exact answer is in the book, along with a picture of them. The reader can physically see that other children are going through the same thing. This is also a great book to introduce things such as table of contents and reading in columns. There are plenty of photographs that are displayed throughout the text. It is very organized and not overwhelming with information on each page. 38) “That’s What Friends Are For” (Outcome: USC 2.4 Indicator: f & j)Important Info: Non-fiction Recommended Reading: read aloud or independent read Author: Florence Parry Heide & Sylvia Van Clief Illustrator: Holly Meade Text Copyright: 1968 Florence Parry Heide & Sylvia Van Clief Illustrations Copyright: 2003 by Holly Meade Publication Info: Candlewick Press Overview: An elephant is stuck with a hurt leg. He cannot cross the forest to meet his cousin. Many animals stop to give him advice on how to get there, but they never actually help him. Finally, the opossum teaches the animals an important lesson of helping those who are in need. The story is very repetitive. It would also be an excellent choice for predictions. How do the animals help the elephant? The artwork is in the form of a collage. The artist also uses lines to uniquely enhance the texture of the animals. This is wonderful story about how we should treat our friends. In-depth Study of Various Characters in a Story39) “First Days: Night Movies” (Outcome: USC 2.4 Indicator: b & g)Important Info: First Nation author, Novel, Transitional Book, Realistic Fiction, , Recommended Reading: read aloud or independent readAuthor: Alison Uitti Copyright: 2010 Allison Uitti Publication Info: Hear my Heart BooksThe author uses an episodic plot structure throughout the book. This structure allows children to easily comprehend the text. Therefore, this novel is a great choice for a child that is just being introduced to a novel. The chapters are very short, allowing success for the young reader. There are many topics that can be addressed in this story such as, what to do when there is a new person in your class, bullying, friendship, and showing empathy for people who are just learning the English language. With this book, children can study the characters and how their actions do or do not display respect. 40) “A Chair for My Mother” (Outcome: USC 2.4 Indicator: d & g) Important Info: Caldecott Honor Book Award, Realistic Fiction Recommended Reading: read aloud or independent read Author: Vera B. Williams Illustrator: Vera B. Williams Copyright: 1982 Vera B. Williams Publication Info: Scholastic Inc. Overview: A fire takes away all the possessions of a young girl and her mother. The community helps them out by giving or making things that they need for their new place. Beyond this, the young girl saves all her coins so her mother can buy a brand new chair. Through the actions of the community and the young girl, students can discuss the impact that selflessness has on others. The paintings in this story are extraordinary. They are supportive and create a mood for the reader. When it is a sad part, the illustrator uses dark colours, such as black and blue. We can also physically see the pain that the family is going through by their facial expression and body language. The story is lengthy, but it is not complicated. The plot is simple and straight forward. Children’s curiosity will most definitely be sparked as they engage in conversations about selfless acts. Reflections:“That’s What Friends Are For” By Florence Parry Heide & Sylvia Van CliefBefore:Ask students the following questions:-What do you think this book is about? Why do you think the book is about that? Remember, it is important to look at the picture. It gives us clues as to what is going to happen. -Can someone remind me of the difference between an author and illustrator?-There is something unique about the illustrator’s pictures. What do you think it is? Look closely at how the animals look. What is special about their skin or fur? **Highlight the line textures the illustrator uses.During:Stop at the following pages:-Page 1 & 2: Has anyone been hurt before? Maybe you broke a leg just like this elephant did. Turn to a buddy beside you and share your experience. Can someone tell me who helped them when they were hurt? What did that friend or family member do to help you?-Page 9 & 10: Have you noticed a phrase that is repeating in the book? What is it? Why do you think the author is repeating this phrase? **Make sure students know what phrase you are talking about: “That’s what friends are for”. What do you think friends are for? Share your answer with the buddy beside you. -Page 19 & 20: We all know that the elephant needs to cross the forest to meet his cousin. The animals are telling him how he should cross the forest with this broken leg. If you were the elephant, what would you do? Why would you do that?-Page 25 & 26: The opossum say, “Friends are to help.”**Make sure to stop after reading this line and then continue to answer the following questions before reading on. What do you think he means when he says that? What do you think will happen next in the story? What would you do to help the elephant see his cousin? -Instead of asking the above questions, consider stopping at every page or two and asking students to write down any questions that they have. For a brain break, have them get up, find a partner, and share the questions that they have. Continue doing this cycle. After: Consider doing one of the following discussions/activities with this book:-What does it look like to show respect to your friends? Who was being the most respectful to the elephant? Why do you think that?-If you were the elephant, how would have you liked the animals in the forest to treat you? Remember, it is important to treat others as we would like to be treated! -Make a list of the qualities that a good friend has. -Role play similar scenarios where students have to help a friend:EX. A friend is playing on the swing. They jump off and hurt their ankle. They are not able to make it back into the school by themselves. As a group, act this out. What would you do to help? “My Mouth is a Volcano!”By Julia Cook Before:Ask students the following questions:-What is a volcano? **Consider showing pictures and videos of a volcano to help children make the connection. -What do you think this book is about? Why do you think that?-Is this book fiction or non-fiction. How do we know?-How would our mouths be the same as a volcano?During: Stop at the following pages:-Page 3: What does “erupt” mean? **If possible, consider showing children videos of things erupting, such as a volcano. -Page 8: Can anyone relate to this? Have you ever felt like you just wanted to “erupt” or blurt something out? Why do you think this character feels this way sometimes? Why have you felt this way before?Page 11: In my classroom I have the same rule. Why do you think teachers want their students to raise their hands?Page 16: Louis keeps getting into trouble for blurting out. Why is blurting or interrupting disrespectful?Page 23: How do you feel when people interrupt you?Page 29: Louis’ mom is giving him advice on what to do if he feels like blurting. Do you have any other ideas?After: Consider doing one of the following discussions/activities with this book:-A part of being respectful is being a good listener. As a class, write a list of what a good listener looks like. -What would happen if everyone was blurting in the classroom? What would it sound like and feel like? Let’s give this a try! I am going to give you instructions to do something. As I do this, I want everyone to be talking at the same time. Did you understand my instructions? Why couldn’t you understand? How do you think this made me feel when I knew you weren’t listening to me?-Writing prompt ideas: 1) What can I do if I am going to erupt?2) Have students describe one action that the character did, and then ask them to describe an action that would have been a better choice. Taken from: -Interrupting Contract: Have children write and sign a contract that they will not interrupt. On this contract, have them write a list of what they will do if they feel like they are about to blurt. Taken from: “Who We Are!” By Robie H. Harris Before:Ask students the following questions: -What does it mean to be the same and to be different?-What do you notice about the cover page? -Can someone point out the similarities and differences between the people on the page? (EX. Boys, girls, colours of skin, eyes, colour of hair, and etc.)-Find a partner and discuss how you both are the same. (EX. We both are in the same grade)-With the same partner, discuss how you both are different. (EX. One is taller than the other).During:Stop at the following pages:-Page 3 & 4: Think about your family. How are you different than them? How are you the same as them?-Page 7 & 8: What do you think our world would be like if everyone was the same? Turn to a buddy to discuss your answer. -Page 11: On this page we learned that there are many different colours of skin. What colour is your skin? What words would you use to describe the colour of your skin? Remember, all skin colours are beautiful! -Page 12: This page talks about eyes. Our eyes are the same because we use them to see. They are different because everyone has different colours of eyes, different shapes of eyes, and some even wear glasses. Turn to a partner and look at each other’s eyes. How are they the same? How are they different?Page 20: This book just told us a lot of information on how we get our colour of hair, eyes, and skin. Is this book fiction or non-fiction? What makes you think so?Page 25 & 26: How should we treat others who are different than us? What does respect look like? Sound like? Feel like?Page 28: What does the author mean when he says, “treat people the way you want to be treated”? After:Consider doing one of the following discussions/activities with this book:-What did we learn from this book?-Writing prompt: In partners, write about how you are the same and how you are different. See this link for template: each student a large puzzle piece made out of paper. Have them decorate their puzzle piece with things about themselves. After sharing their puzzle piece, have the students put each piece together to create a giant puzzle. Explain that we are all different, but we still fit together. -Egg Experiment:Step 1: Show students a white egg and brown egg. Have them record the eggs and discuss how they are different. Step 2: Have the students record their predictions of what both eggs look like inside.Step 3: Crack both eggs open. Have students record what they see. Discuss how we may look different, but we are the same on the inside. Taken from: “Kindness is Cooler, Mrs. Ruler”By: Margery CuylerBefore:Ask students the following questions:-Give me examples of what respect looks like. Is being kind a part of respecting others? Why do you think that?-What do you think this book is about? What makes you think that?-Can you remember a time when you showed kindness to someone? What did you do? During:Stop at the following pages:-Page 1: Have you ever felt “jumpy” or “grumpy” before? What made you feel that way?-Page 2: How are the children acting right now? Is this respectful? Why or why not?-Page 4: Make a prediction. How do you think the teacher will handle this situation? Why do you think that?Page 13 & 14: How are the characters feeling after they do an act of kindness? They are really happy and excited. Why do you think that it is?Page 24 & 25: We have been reading this book for a while. What do you notice about the words and how the author wrote it? Discuss the rhyming words.Page 26: We have heard the author repeat the phrase, “Good deeds fill needs”. What does this mean?Page 28: David is upset that he doesn’t have as many kindness acts as others. What do you think he will do next? Remember that acting kind is not a competition! After:Consider doing one of the following discussions/activities with this book:-How can you show kindness to your classmates? To your family? To your community?-Make a list of acts of kindness.-Writing prompt: Write about a time that you were kind. How did it make you feel? How did it make the other person feel?-Watch videos of random acts of kindness. Discuss how the people felt. -Consider doing the same activity as the teacher did in the book. Have students do random acts of kindness. When they do one, have them write it down on a heart. Post it on the bulletin board. Just like in the story, when the class reaches 100 acts of kindness, have a party. **Remind children that we are not doing random acts of kindness for a party. Instead, we are doing “good needs to fill needs”. -Consider reading “Have You Filled a Bucket Today?” by Carol McCloud. “The Two Trees”By Sally Meadows Before:Ask students the following questions:-What do you think this book is about? What makes you think that?-Has anyone heard of the words, “Autism Spectrum Disorder”? -Before reading this book, define the definition of ASD so children have a background of information. -Consider using the following video to define Autism for children: to children that we are going to read a story of two boys and one of them has Autism. During:Stop at the following pages:-Page 13: Are the other children being respectful to Syd on the playground? Why or why not? Why do you think the other children are treating Syd this way? What would you do if you were in this situation? How should Syd be treated instead? Page 20: It is obvious that Syd is very frustrated. Have you ever felt this way before? What do you think might help Syd calm down? **Explain to students that we all show our frustrations in different ways. Some children have a hard time expressing themselves when they are feeling a certain way. It is important for us to be respectful and patient. Page 21: Let’s talk about Jaxon’s actions. Is this respectful? Why or why not? Why do you think he is feeling this way? Is it okay for Jaxon to feel this way about his brother Syd? **Explain that it is okay for Jaxon to feel frustrated with Syd, but he still needs to be respectful. How should he act instead? What do you think will happen next?Page 23: Remind students what ASD is (link back to the video that was watched at the beginning). After:Consider doing one of the following discussions/activities with this book:-At the end of this book there are several questions to check for comprehension. These discussion questions will spark some great conversations. Consider using them after reading the book. Some of the questions are: What does Syd have trouble with? What is Syd good at? How does having an older brother with ASD affect Jaxon?-What are some things you have trouble with? What are you good at? *Connect to the motto of how “we are the same, we are different”. -How should we treat others that may be different then us?-Consider having children watch an Autism Simulator video. This will help them have empathy. Use the following video: Activity:Instead of the above learning experience, consider incorporating the KWL process for this particular book centred on Autism. Follow the steps:What I Think I KnowConfirmedNew LearningMisconceptions1) As a class, fill out the “What I Think I Know” column. Ask students what they think they know about Autism. Use sticky notes. 2) Begin to read the book. If any of the points are confirmed, move the sticky note into that particular column. If they learn something new, add a sticky note to that column as well. Finally, if any note falls under the “misconception” column, move the note there. 3) After reading this book, consider finding other books centered on the Autism Spectrum. Continue with the process. Important Note: This activity can be done independently, as a whole class, or in pairs. This activity was taken from my ELIB 218 class. If you decide to do this process on Autism, make sure to communicate with parents before starting. You may need to ask permission if there is a particular child in your classroom who has Autism. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download