Challenged Book Blog- The Absolutely True Diary of a Part-Time Indian

Part One
Book Information: Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York, Little, Brown And Company
Genre: Young Adult Fiction
Grade Level: 7th-11th grade

Part Two
Thoughts About Issues Raised in the Book: This book has been deemed a controversial or challenged book for young adult readers due to some of the content it contains. I feel that the book discusses issues that young adult readers go through. YA readers have to deal with a lot, and having books that they can relate to is important for their development as readers and as young adults. The issues that have made this book "challengeable" are issues that teens deal with on a daily basis, so why not let them read about it and connect with a character who is dealing with the same issues?

Part Three
Critique: I think that this is a great YA book. The writing/language is not too difficult and it is easy to understand. I really liked that the author chose to include some illustrations. These illustrations really added to the novel, giving more description when needed. They are almost like doodles in a diary, which goes with the title. The book's themes are ones that students can connect with. Because the novel is based on the authors real-life, this makes the story all that more engaging and relatable.

Part Four
Lesson Sketch:
Grade: 9th
Lesson Objective: 
        Students will be able to:
               - analyze the main character of the story by completing an character study
               - journal about the characters actions/motivations/conflicts that occur in the story
               - share their own thoughts/feelings about the character
 Lesson Outline:
1. Teacher will assign chapter readings as homework for students to complete
2. After a chapter assignment, students will complete a journal entry based on the reading about the main character
3. The teacher will hold full-class discussions at random points in the book with students
4. Once students have completed the novel, they will complete the journal and the character study
5. The character study will by a 3-4 response to the character. This will include their response to the character, what they thought the character learned, and any other important information about the character

Question:
These could be used as journal prompts for the students to respond to in their character journals
1.Do you think that people label you with a stereotype? What is unfair about the stereotype?
2.Is this book just about Native-Americans or about American society as a whole?
3. Name some of the struggles Junior has had to deal with. Do you think he handled them well?
 4. Have you read other books with similar issues/topics?
5.Find a quote in the chapter/book that really spoke/stood out to you

Links to Outside Resources:
1. This is a good resource for teachers to use when teaching this novel. http://www.scholastic.com/teachers/lesson-plan/absolutely-true-diary-part-time-indian-storia-teaching-guide
2. Here is a short article about why the book is on the banned list http://bannedbooks.world.edu/2011/06/26/banned-books-awareness-absolutely-true-diary-parttime-indian/
3. Here is Sherman Alexie's personal webpage. http://fallsapart.com/

Information Text- What Do You Do With a Tail Like This?

Part One
Book Information: Jenkins, S. & Page, R. (2003). What do you do with a tail like this? Boston: Houghton Mifflin Company
Genre: information text
Grade level: Kindergarten - 2nd grade

Part Two 

Thoughts About Craft: I found that this book's illustrations were very interesting. The book discusses animals, and the pictures are pretty simple. Although simple, the illustrations are very textured. The animals look like they are put together by pieces of paper, ripped, cut and  recycled. The fur on the animals look like real material or rip the paper in a way that make it look like fur. It would have been easy to just use a solid picture of an animal, but this was a fun and interesting way to show the animals.

Part Three

Critique: Overall, I really enjoyed this book. The information is simple, but it gives the reader a little important information about each animal. The book discusses different animals and what the different animals use their noses,ears, tails,eyes,mouths, and feet. What I really liked about the book is the informational index in the back of the book. There is a paragraph on each animal that was discussed in the book with more in depth detail about each animal. This gives students a larger amount of information about the animals.

Part Four
Lesson Sketch:
Grade: Kindergarten
Lesson Objective:
           Students will be able to:
                        - Discuss what animals use their body parts for
                        - Practice listening and behavior while group reading
                        * Based on Common Core standard CCSS.ELA-Literacy.RI.K.10
Lesson Outline: 
1. Teacher is to read the story out loud with the class
2.Teacher will discuss and engage students in a discussion about each animal 
3. Students will draw an animal from the book, including what body part they learned about 

Question: 
1. Depending on the page, ask if students know the animal that is being discussed. If not, describe the animal further to students
2. What are some of your favorite animals?
3. Have you ever seen any of these animals? At the zoo? in your backyard? in the wild?
4. Do any of these animals seem scary?
5. Depending on animals, ask if humans can do some of these things

Outside Sources:  
 1. Here is a good source for teachers who are teaching/reading this book to students. http://www.teachingbooks.net/tb.cgi?tid=7251&a=1
2. Here is the authors wbepage. http://www.stevejenkinsbooks.com/
3. This is a video of a different Steve Jenkins book, but it is also about animals and it discusses his process of writing and the illustration process. https://www.youtube.com/watch?v=hhJ1wtHSPc4
 

Graphic Novel- The Adventures of Polo

Part One

Book Information: Faller, R. (2006). The adventures of Polo. Roaring Brook Press 
Genre: Graphic novel /picture book 
Grade level: Kindergarten - 2nd

Part Two

Thoughts About Craft: This particular Graphic Novel has not written words. The entire story is told through pictures. Consequently, the pictures need to be good and show detail. This books pictures defiantly lives up to the challenge. Bright, vivid colors make up the illustrations. I also found it interesting that there is a variety of full page pictures and several small squares of pictures. On some of the small pictures there are very subtle changes, but this keeps the reader engaged and looking for the changes. 

Part Three

Critique: Overall, I thought this book was adorable. I had a smile on my face while I was reading it because the story is so cute. Polo, a little dog, goes on an adventure from the depths of the ocean to the volcanic and tropical islands to ice caps to a different planet and then he makes his way home. He meets several different animals on his adventures and they all become friends. This book would resonate well with young children because it has some childhood fantasy about going to different places. When I searched the book online, I found out this this book is part of a series. There are five other books about Polo. Despite having no words, this graphic novel tells a cute story about a little dogs big adventure. 

Part Four

Lesson Sketch: 
Grade: 1st
Lesson Objectives:
         Students will be able to: 
                   - Compare and contrast the adventures of Polo in two different books 
                   - Distinguish between different pictures shown as to what book they belong to  
                * Based on Common Core standard CCSS.ELA-Literacy.RL.1.9
Lesson Outline: 
1. Teacher reads students The Adventures of Polo and then reads Polo: The Runaway Book 
2.  Teacher will discuss with students the different adventures that occur in each book, making a list on the board
3. The list will then be taken off and a series of pictures will be shown on the board from both books
4. Students will look at the pictures and decide wheter that adventure took place in the first or second book
5. Students will then write a 1 for the first book or a 2 for the second book depending on which they think the image is from
6.  After all images are shown, teacher will then go over the answers and discuss with students

Questions:  
1. What was your favorite adventure that Polo took in The Adventures of Polo?
2. Your favorite adventure Polo took in Polo: The Runaway Book?  
3. How was Polo's adventures different in the two books?
4. Do Polo's adventures have any similarities?  

Links to Outside Resources:  

•  This is the authors webpage, but it is in French. So unless you speak French it would be difficult to use, but I wanted to include it because his illustrations are really great on this page. http://www.regisfaller.com/index.php?a=categorie&id=3
• Here is the translated version of the webpage that is at the back of the book. It has some fun pictures and interactive activities and projects. There are directions on how to make is boat out of paper that would be fun to integrate into the lesson. http://translate.google.com/translate?hl=en&sl=fr&u=http://www.chezpolo.com/&prev=/search%3Fq%3Dwww.chezpolo.com%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26channel%3Dsb%26biw%3D1043%26bih%3D458
•  Here is a good website about graphic novels. http://ccbc.education.wisc.edu/books/graphicnovels.asp

Young Adult Novel- The Catcher in the Rye

Part One

Book Information: Salinger, J. D. (1951). The catcher in the rye. Boston: Little, Brown.
Genre:  young adult
Grade Level: 9-12 I would recommend this book for older students in their teen years. The books themes, events, and language are for a mature audience.

Part Two 

Thoughts about Issues Raised in the Book: This book has been considered very controversial. The book was censored and banned from many schools for decades. Although, it has become one of the most taught books in public schools. The issue of Holden being a bad role model is one of the main reasons for its bane. The main character does not promote a positive teenage life. The issue of moral codes, family values, and rebellion make the reader question themselves and the novel. Overall, the issued raised in the book are ones that teenagers can relate to in some way and learn from. 

Part Three         

Critique: This book raises some thoughtful and complex questions about life. The main character is very intricate and easily misunderstood. J. D. Salinger does a good job showing teenage angst that teens reading can identify with. Some of the events that take place in the book may be shocking for some students. The relationship's the main character has with other people is a key elements of this book. Overall, the novel is controversial and gripping at the same time.

Part Four
Lesson Sketch:
Grade: 10th
Lesson Objective:
          Students will be able to:
               - read, interpret., and analyze the story(including characters, plot, and issues raised)
               - explain their own personal connections/interpretation to the story
       *  lesson is based on the Common Core standards CCSS.ELA-Literacy.RL.9-10.1, CCSS.ELA-Literacy.RL.9-10.2 , CCSS.ELA-Literacy.RL.9-10.3
Lesson Outline: 

1.  Students will read in class or assigned readings at home
2. Teacher will prompt student questioning and interpretation when reading the novel
3. Students will write in a journal after each reading assignment responding to a prompt or their interpretation of the chapters read or their own personal feelings/struggles 

 Discussion Questions: 
          1. How does your experiences affect your observations of the world around you?
          2. How does Holden connect or not connect to the world?
          3. Where is a place you feel the most comfortable?
          4. How does Holden connect with people vs. how do you connect with people?
          5. What are some of Holden's values? Your values?

 Links to Outside Resources: 

•  Here is a link to a lesson plan that includes some very good questions based on each chapter that would be very helpful for teachers preparing a lesson based on this book http://www.walden.org/documents/file/annmarie%20dull%20complete.pdf
• Here is an article about what the book can teach you about life. This may be a good article for students to read before and after they read the novel.  http://www.huffingtonpost.com/2014/01/01/catcher-in-the-rye_n_4524045.html
• This is a movie preview that a student made for a school project. This would be fun to show to students and maybe use the idea of creating a movie trailer in the lesson.http://www.youtube.com/watch?v=aVEwfJ4s8kc

Batchelder Book- A Game For Swallows: To Die, To Leave, To Return

Part One

Book Information: Abirached, Z. (2007). A game for swallows:to die,to leave,to return. New York,     New York: Graphic Universe
Genre: graphic novel/autobiography/comic book  
Grade Level: 6-8 (young adult/adult) I would recommend this book be read by older grade levels, young adults and even adults. The content of the story is more complex and requires a higher reading skill. The subject of the story is also for a mature audience.  

Part Two

Thoughts About Craft: I found the illustrations in this book to be very interesting. The only colors that are used in the entire book are black and white. The illustrations look like the figures and shapes were carved out of the background color. The book's illustrations have a comic book quality to them that is very intriguing to the reader. There is many different patterns throughout the book that ass an extra element to the seeming simple black and white pictures. The font that the story is written in matches the story perfectly. 

Part Three

Critique: When I began to read the introduction, I was not sure I was going to like the book. Then the first few pages with the images of the city, I was pretty convinced I was not going to like the story. But, I soon was hooked. I find it difficult to criticize autobiography's, because the story took place in real life. As I was reading I could not imagine being in the authors shoes and living like she did. Zeina makes the reader invested in all the characters that are in the story, probably because she was so connected/invested in them in her real life. War stories are normally very intense, and sometimes do not end happily. But, I was happy to see that this story had a happy ending.

Part Four
Lesson Sketch: 
Grade: 7th
Lesson Objective:
            Students will be able to:
                  - analyze the elements of the story
                  - write a five paragraph paper describing the interaction between the elements of the story and  
                    their relationship with a character or the plot.
           * Lesson is based on the Common Core standard CCSS.ELA-Literacy.RL.7.5 and CCSS ELA-Literacy. W.7.1a and 1d
Lesson Outline:

1. Student will read A Game for Swallows: To Die, T Leave, To Return
2. Teacher will lead a class discussion on the elements(i.e. setting) that affects the characters and the evolution of the plot
3. Students will then write a five paragraph essay, including an introduction and conclusion paragraph, describing the elements affects.

Questions: 

1. How do you think the author(Zeina) felt during the night in which the story takes place?
2. Do you take having electricity, a safe country, or even a dial tone for granted?
3. Have you ever been scared that you or someone you know would be hurt?
4. Did you like the black and white pictures?
5. If you were the author, would you have chosen to have the pictures the way they are? 

Links to Outside Resources:

•  Here is a short video of the author describing the book in her own words. This could be shown to students before reading the book to give them an idea of what it is about. http://frenchculture.org/books/interviews/interview-zeina-abirached
• This website can be a resource for the teacher who may not know much about the war that is refereed to in the book.  http://www.cnn.com/2013/06/13/world/meast/beirut-marine-barracks-bombing-fast-facts/
• Here is a fun video about creating a comic book story, which could be used if the lesson was changed/adapted include students creating their own comic book. http://www.youtube.com/watch?v=N15fXcqcHW0

Multicultural/Gobal Literature - 14 Cows for America

Part One 

Book Information: Deedy, C.(2009). 14 Cows for America. Peachtree Publishers 

Genre: fiction 

Grade Level:  2-6 I would recommend this book for the slightly older elementary student. This book's theme is simple, but the storyline is more complex.  

 

Part Two

Personal Connection: This story really hit a personal note for me because it is based off of the September 11th terrorist attack in New York City. I was not directly affected from the attack, but I still remember where, when and what I was doing when I learned about the attack. It is really one of those things I will never forget. The book is about a tribe in Africa learning about the attack and how they react to the news, with compassion and kindness, just how American aided each other in that time of need.

Thoughts About Craft: Carmen Agra Deedy writes a fantastic story that is upheld by Thomas Gonzalez's illustrations. His illustrations use color in a very natural and realistic way. The attention to detail and accuracy is impeccable. The illustrations give the reader a glimpse into what an African tribe looks like. 

Part Three 

Critique: Overall, I felt that this book is very "global and multicultural". The book takes an American tragedy and shows how another country viewed/reacted to it. It was an interesting perspective and delivered the message very well. The reader gained knowledge about the workings of an African tribe as well as learned a lesson about kindness. This book would be a great addition to any classroom. 

Part Four   

Lesson Sketch: 

 

Grade: 5th 

Lesson Objective:  

        The students will be able to: 

                 - Write a one page letter addressing a way to help a struggling person or place 

                 -  Describe their definition of kindness 

         * Lesson is based off the Common Core standard of "Text Types and Purposes" Grade 5 - 1. "Write opinion pieces on topics or texts, supporting apoint of view with reasons and information."  a-d 

Lesson Outline: 

            1. Read and discuss 14 Cows for America by Carmen Agra Deedy 

            2. Each student will write their personal definition of kindness 

            3. Each slip of paper will be attached the the "kindness wall" in the classroom. 

            4.  Students will think of a person(s), place, country, town or charity that could use kindness/help

            5. Students will then write a one page letter addressing how they would help

Links to Outside Resources: 

• This website is for kids and would help students get acquainted with country/region if that is who they chose to help   http://www.timeforkids.com/around-the-world
• This is more of a resource for the teacher. This video shows how kindness is integrated into the classroom and the world beyond. http://www.randomactsofkindness.org/kindness-videos/6813-kind-kids-club
• This is kind of like a game of kindness, but on a larger scale. My students can each get a boom boom card  and perform that act of kindness. Every time the student complete the card, they will share what they with the class and put a sticker on the game board. Once our game board is full, my students will get something special(ex:15 minutes free-play)  http://boomboomcards.com/  

 

             

 

 

Caldecott Book- The Little House by Virginia Lee Burton

Part One 
Book Information: Burton, V. (1942).The Little House.New York, New York: Houghton Mifflin

Genre: Children's picture book

Grade Level: 3-8 I would recommend this book for older elementary and middle school students. The book can just be about the Little House being sad over the years or older students can see the deeper meaning of the passage of time and the implications of suburbanization.




Part Two
Predictions: When looking thorough the titles of the Caldecott books, this one caught my eye. Then I went to pick up the book and the front cover won me over. I tend to base the books I read off of the front cover illustration, so this was no different. At first, I flipped through the pages and could tell that this book had beautiful illustrations and conveyed the movement of time. In just the few seconds I took to look over the book without really reading, I could see emotion and time displayed together.

Thoughts About Craft: The book contained amazing illustrations by Virginia Lee Burton. The words were always on the left side of the book, while the pictures were on the right side, until the Little House began changing. Then the pictures spread onto both pages. I think this was deliberate in conveying the movement of time and changes that time brings. The Little House was always the main focal point in the illustrations. I could see the emotion in the house as if it was a person. From being happy in the Spring to being lonely and abandoned in the city to being fixed-up and moved back to the country. The illustrations were very deliberate in color and expressed the passage of time.

Part Three
Critique: Overall, I fell in love with this book! The setting of the story, the point of view, and the plot were well thought out and written. The Little House was the main character of the book; her emotions were described, her likes and dislikes, what she saw and how she looked. This gave the house a human like quality that I (and students) could relate to. The setting involves the big idea of urbanization. This is a theme that younger children are not introduced to, but older students could recognize the actual time periods in history and issues of those time periods. This makes the book very versatile in the grade levels it can appeal too. I can defiantly see why this book won the Caldecott award and it may be one of my new favorite children's books.

Part Four
Lesson Sketch

Grade: 3rd

Lesson Objectives:
      The students will be able to:
            - identify and describe the four seasons(winter, spring, summer and fall)
            - create four diagrams of the different seasons
            - answer questions about the four seasons

Lesson Outline: 
          1. Listen to and discuss The Little House  by Virginia Lee Burton
          2. View other books or the internet to gather more information about the seasons
          3. List and describe the four seasons as a class
          4. Fold two pieces of paper into 4 sections, labeling the seasons and a square for the description
          5. Use magazines, the internet, newspapers or draw/color to depict the four seasons 
          6. Describe the four seasons next to the pictures/drawings for each
          7. Take a 10 question quiz about the four seasons

Links to Outside Resources:
 -I can use this worksheet to help students with descriptive words about the seasons  http://www.kids-pages.com/folders/worksheets/Nature/page4.htm
- Here is a fun song about the seasons for students to listen to  http://www.kidsknowit.com/educational-songs/play-educational-song.php?song=Why%20Do%20We%20Have%20Seasons
- This webpage is interactive and will give students the opportunity to practice what objects/things go in each season  http://www.sheppardsoftware.com/scienceforkids/seasons/seasons.htm
- If you would like to do a lesson for older students on the implications of urbanization, there is a short Walt Disney film based on the book that would be great to show http://www.youtube.com/watch?v=Y881yjtFluQ