After class discussions and readings, I hope to implement mystery boxes in my kindergarten class soon.  I want to begin by trying this with our class star of the week.  I’m already looking forward to seeing what my students will share. Their ideas are for sure to be interesting!!! All of my kindergarten students will be excited about this and look forward to their turn at sharing their box.  This is such a great vocabulary building activity for the elementary classroom.

 

October 3 Class Reflection

I’m feeling optimistic about our multi-text unit after tonight’s class.  I breathed a sigh of relief when we were told we would take class time to work on this project.   Prezi seems like a wonderful tool to use in the classroom and I have talked to other teachers to see if they were familiar.  Lynn and I have started our prezi for our unit and we our currently getting more familiar with how it works. This class is giving all of us such great ideas to use in the classroom and we get to experience what best literacy instruction looks like in upper grades as well.

Reading With Meaning by Debbie Miller

All readers of Reading with Meaning will most definitely feel Ms. Miller’s enthusiasm and passion for reading in the classroom.  The reader can tell she is professional, motivating and confident in her teaching practices.

This book offers teachers many great ideas and suggestions to be implemented in the early childhood classroom.  She instills in her students a desire to read and chooses appealing and appropriate texts.  I also appreciate all the discussion and preparation that goes on in her classroom concerning the roles a reader takes on while reading books.

Ruby Lavender By Deborah Wiles

What a stirring and touching story about love, life, and forgiveness. Mrs. Wiles has created beautiful characters that learn about embracing life and going through the grieving process after losing someone special.  Vivacious nine year old Ruby Lavender is a character all readers will grow to love. This book captures the close relationship between a grandmother and granddaughter that many children will appreciate and identify with.  Ruby and her grandmother make for a fierce and lively team.  When Miss Eula goes to Hawaii to visit her son and new granddaughter, Ruby is crushed that she is left on her own and a little jealous too of her new baby cousin.  Ruby worries she will lose her place in Miss Eula’s heart.  The summer is one of growth as Ruby nurses chickens, becomes friends with little Dove, and gracefully deals with her grandfather’s death.   Ruby also spends much time giving Miss Eula a brief synopsis of her day, including trying to convince her that going to Hawaii was a bad choice and she needs to come home.  The letters they write back and forth are detailed, humorous and colorful.  Young readers will love the idea of sending daily accounts of what happens during the day. I love how expressive she is about her feelings toward her “rival” Melba.                      Personally speaking, my grandmother lived in Wilmington and I grew up not being able to see her often.  So I wrote her weekly letters, describing what happened at school and church and recent arguments with my sister.  I remember getting so excited when I would get home from school and my mom would tell me I had mail from Grandma Grace.  I would start on my next letter right away, trying to use my best handwriting and grammar to show off all I had learned in school.                                                                                                                         Mrs. Wiles drew from personal experience to beautifully picture a place where folks are caring and close-knit, write letters, and take time to appreciate the simple things in life, like growing zucchini and enjoying a root beer float(yum!)                                                                                                                                                         I remember vividly all the details of growing up in a small, southern town, and I wanted to capture those details on paper. Details make your story special.- Deborah Wiles       I felt like I had made friends with the characters by the time I was finished with this book.  All readers will be able to identify with at least one character, Ruby’s wit, Dove’s chattiness and honesty, Miss Eula’s liveliness or Melba’s misdirected deep seeded heartache.  Adult readers will understand Miss Eula’s need for new scenery as the difficult one year anniversary of her husband’s death comes near.  I notice that all these characters approach grief differently.  Melba becomes hard and resentful, Miss Eula reflects in her time away and Ruby keeps her sad feelings inside and keeps her day busy writing and taking care of her beloved chickens.  I wonder if the correspondence is healing for Eula and Ruby.  At times this story is so emotionally charged and realistic that it brought tears to my eyes.  I was touched by the maturity and selflessness of little Dove as she speaks truth to Ruby about her grandfather’s accident.   I felt Ruby’s sense of release as she let go of thoughts that have plagued her since her grandfather’s death.  As with all of Mrs. Wile’s books, forgiveness plays a key part. Ruby and Melba Jane have such a complicated and troubling history together.  I wondered if the walls between them would ever come down.  I was so upset that Melba’s actions caused the baby chick’s death.  It made me think about what I would do if I was in either of the girls’ shoes. Would I even think about reconciliation.  The forgiveness that takes place between Melba and Ruby is powerful and intense.   It was hard not to cry as the wounded girls come together in the school house.  I love that that Ruby and Melba are able to connect over their personal loss and let redemption work it’s healing power.   When I look back on my child hood, of course there were times I had to forgive friends and loved ones and let go of hard feelings.  But what these young girls dealt with is on a whole different emotional level, and they ended up coming out of this process stronger, closer together and maybe wiser.                                            I write about feelings a lot; they are important to me. I know what it feels like to be sad, angry, jealous, mean-spirited, and also what it feels like to forgive somebody when they are mean to you, so I write about those things.                                                     -Deborah Wiles.                                                                                                        This would be a wonderful read aloud in the elementary classroom and independent read for older elementary children.  Ruby serves as a wonderful model for our children with her passion for life, love for people and animals, honesty and inner strength.  Many students will be able to identify with separation from a friend or loved one and will have much to share in class discussions or personal writing.  After reading this book students could write down their own daily accounts with a friend or family member in mind.  Students can be invited to interview any person of interest and then share with the class.  Teachers may want the class to work together to make a class newspaper/editorial where every student shares information about a buddy or himself/herself. Students can also write a story about a time they have taken care of an animal(s) or an animal they would take care of if the opportunity presented itself.   I love the suggested topics for discussion on the Deborah Wile’s website.  Teachers may want to hear what their students say when questioned about how or when the two characters started writing letters to each other or what type of advice would you give to someone(on this day?)  I found the following to be a great question for our children to wonder about:                 Imagine this was Melba Jane’s story instead of Ruby’s.                                             How might Melba describe Ruby?                                                                           What would she reveal about her own feelings?                                              Questions like these cause our students to pause and reflect about the characters they’ve met and their perspective or point of view.  This book is a model for encouraging our students in their own book writing and will encourage them to use their senses to notice and appreciate their surroundings and experiences.             

 I try to use all my senses when I write. I ask myself what did my world taste like, smell like, feel like, look like, sound like? –Deborah Wiles

 

Questions for Mrs. Wiles

Hi Mrs. Wiles! I have enjoyed taking a closer more detailed look at your work.  Winnie Chapman and Little comfort are my two favorite characters you have created.  Both characters are strong, clever and inquisitive and serve as great models for our elementary students.

My questions for you:

Who is your favorite author and what is your favorite book/piece of writing?

Who is your favorite character you have created?

You referenced several musical artists in Countdown.  Who is your favorite artist?

Which book was the easiest for you to write?

Where do you receive most your inspiration?

Frog and Toad: A Philosophical Discussion

Frog and Toad: Dragons and Dungeons is such a great book to read aloud in the elementary classroom. Young children can easily identify with the characters friendship and witty personalities.  The book’s detailed illustrations invite and amuse all young readers.  The students giggled at Frog and Toad’s facial expressions when faced with the terrifying snake, tumbling rocks and intimidating hawk.

This was my first attempt at a planned “philosophical discussion” with my students.  We have meaningful discussions all the time while reading aloud, but this was more concentrated and intense.  In my plans I used  questions from Matthews and Saltzman on the website as a model for my discussion.  These questions are perfect for guiding a philosophical discussion and fostering an environment that validates the different viewpoints represented.

When I began the conversation I asked “What do you think bravery looks like?” The children sat up straight and tall and had strong expressions on their face.  Several words were called out, “It looks powerful” and “real strong.”  Going back through the book, the students agreed and disagreed about whether the Frog and Toad were brave since they appeared worried.  I validated their comments with an encouraging nod and smile and let others finish contributing.  The class seemed to agree with the comments but wanted to add more.  I could tell several students knew what they wanted to say but had a hard time coming up with the words.   I believe what these children wanted to say was eventually mentioned by another student.  I then asked “what does being brave mean?  One said “not scared or frightened” and another said “not worried.” The word “courageous” was also called out.  I was proud of the vocabulary used since this was our first go around at this type of discussion.  My last question was “Can Frog and Toad still be brave but worried.”  Most students nodded yes and several students called out “no.”  I then turned the question on them.  “Can we still be brave but worried?” With the recent thunderstorms and tornadic activity we had already discussed this to a certain extent.  One student replied by saying “You can still be brave but worried.”  Another shared, “Sometimes being worried causes you to do the right thing and stay safe.” One said, “Being a little worried can keep you from danger sometimes.”

My children loved this time together and I feel it went really well.  Having time to gather thoughts and a plan, I will feel more prepared for our philosophical discussions going into next year.  I anticipate what lies ahead concerning philosophical discussions with our young children.

Freedom Summer by Deborah Wiles

Freedom Summer is such a touching and uplifting story!  This must be shared with our elementary students!  Mrs. Wiles takes the young reader to the summer of desegregation in the South. The narrator is white and his best friend John Henry is black. Because of segregation laws the close friends swim together at the creek, rather than at the town pool.  When segregation is deemed unlawful the two are excited about going to the public pool.  Young readers, along with characters, are saddened when they find it is filled with tar.  The narrator then demonstrates determination as he sets out to see everyday experiences “through John Henry’s eyes.”  It is so inspiring when the two friends set off together in their activities of choice.    The reader will commend the bravery that both of them exhibit as they face a world of people that are not ready for change and do not embrace differences.                                                                                                                     Realistic fiction addresses hardships, cruelties, and problems that face society and touch children’s lives. Historical fiction… transports the reader to historical contexts in which heroism and courage become real attributes of character. Universal problems set in historical times and circumstances cause readers to make connections to their own lives today. (Realistic and Historical Fiction The Boundary of Reality)                                         The illustrations of this book are vibrant and eye-catching.  The reader feels compelled to join in the story and share in the characters’ time together, happy and sad.            Lagarrigue paints realistic portraits of the boys and the scenery that only enhance to the story’s authentic beauty.                                                                                                        Freedom Summer will make for a wonderful addition to the elementary classroom’s multicultural collection.   This will be a great read aloud as it uses multiple perspectives and causes the reader to explore the character’s feelings. Because of the story’s interest level and significance, this would also serve as a powerful trade book for struggling readers in upper elementary grades.                                                                                                                 If we provide individual students with good books they can read, then maybe they will choose to read, in and outside of school. After all, teaching children to read counts for little unless they want to read, gain the habit of reading, and do read (Temple et al., 2006)… By reading instructional-level social studies trade books in elementary classrooms, teachers can ensure social studies instruction for all children—including struggling readers (frye.)                                                                                                              After reading Freedom Summer teachers can encourage their students to write poetry and narratives.  Teachers can also invite their young students to talk with someone that grew up in this time period, a classroom visitor may be an option.  Other books that could be added to the study of civil rights and social injustice include: Freedom on the Menu: the Greensboro Sit-Ins by Carole Boston Weather, The Other Side by Jacqueline Woodson and White Socks Only by Evelyn Coleman.

Countdown by Deborah Wiles

Countdown is a fascinating, one of a kind book that must be experienced with children.  In 1962, fifth grader Franny Chapman lives with her family in Washington, DC, during the frightening time of the Cuban Missile Crisis. Amidst the fear of nuclear threat, Franny faces the tension between herself and friends and family members and figures out her place in the world. The history fan will most definitely find this book to be a treasure.  Mrs. Wiles takes the reader to this tumultuous time for our world.  She reflected on her own past experiences and spent much time researching this time period.                                                 I researched everything—even my old neighborhood! I relied on the memory of my heart to pull me through emotionally. For everything else, I needed to research the time period—to make sure I was as accurate as I could be about things such as television, movies, news, food, fashion, language, music, and social mores—and to make sure that my characters were authentic and that the places I was writing about were authentic to 1962. (An Interview with an Author- Deborah Wiles)                                                   Mrs. Wile’s attention to detail is amazing!  She features significant photographs from the 1960’s world leaders and icons to add to the book’s appearance.  Most readers will particularly enjoy the snapshots of the Kennedys.  Essays, song lyrics, powerful quotes and black and white advertisements give it a scrapbook or personal journal feel.  The texts along with the images make for a fascinating read.                                                                Though I missed out on the 60s, this book brought me back to a time when I was in high school and I was so interested with this lively and colorful era.  I was full of questions for my mother about what she remembered about growing up in this time.  Of course she remembered practiced air-raid drills and quietly getting under her desk.  She said she remembered the class staying calm because of the emphasis the teachers put on it being a practice and not an actual attack.    She also said there was much talk at home with her mother and sister after intense news alerts.  My Grandmother usually stayed calm during this time and just wanted to be well informed about what was happening concerning US relations with the Soviet Union and Cuba.  My mother also mentioned that her family was worried about other things at this time, including their financial state. She recalled her family always emphasized our country’s strength and ability to overcome trials and intimidating situations.  She doesn’t recall there being much discussion about everyday life and the culture of the affected countries.                                                                                        Mrs. Wiles always makes her characters believable and relatable and the character of Franny is no different.                                                                                                                       I always say that I take my life and turn it into story, and I certainly did that with Countdown.  Although the plot is fictional, I remember so well the details of Franny’s life—those TV dinners, the tree house, watching Disney on Sunday nights, singing in Glee Club, fighting with a friend, feeling hopeless about the science fair, longing for a boyfriend and having a crush on every cute boy in the neighborhood, loving music madly and deeply, learning French, having lots of rules at home and school, trying to be a good student and a good daughter … and sometimes feeling invisible(An Interview with an Author- Deborah Wiles)                                                                       Having an older sister that I have always respected and admired, I can appreciate the relationship between Franny and Jo Ann.  I was always consumed with staying current about her world and interest. I use to wait in anticipation for my sister to leave our house so I could search her room and find hidden secrets.  I peeped in her journal and “Slam book” to find out the latest gossip and her current crush. The relationship of these sisters is special and nurturing.  In this book Jo Ellen is at the age of excitement and anticipation of what lies ahead In the future.  She vows to change the world for the better and is already taking steps to do this.  She encourages Franny to change the world in her own way to accomplish this. I love what Jo Ellen says to Franny during a heartfelt conversation:              There are always scary things happening in the world.  There are always wonderful things.  And it’s up to you to decide how you’re going to approach the world. ..how you’re going to live in it and what you are going to do.            From the beginning of the book I could see Franny as a brave and insightful child, wise beyond her years as she practices air-raid drills and writes letters to Khrushchev.  Many readers will identify with the shyness and timidity she experiences around her peers. Circumstances such as, issues with her Uncle’s post war trauma, hurtful behavior from friends and fear of nuclear attack bring out Franny’s strength and boldness. By the conclusion of the story, I personally feel that Franny shows up for her life.  Her courage is amazing and I’m touched by the self confidence she develops among her peers after her being quiet and timid for so long.  Franny also has great models in her family of what strength and bravery look like. I love that Franny discovers that she has a voice and a valuable presence.   The young reader cannot help but connect with her and feel inspired and motivated by her strength and bravery.                                                                                    I enjoyed exploring the websites about Deborah Wiles and her work. All the websites were informative and reading the interview gives a closer look at her personality and approach to writing. I love how she embraces children and supports their curiosity and creativity. Her work is brilliant, profound and engages all readers.  By watching her interaction with the children, I can tell she has a passion for nurturing and supporting each child’s writing craft.                                                                                                                                               What a powerful book to use particularly in the fifth grade classroom. This is an excellent story to use to introduce or reinforce teaching on the JFK Presidency, Bay of Pigs, Cold War, and the Cuban Missile Crisis.  Students can be invited to interview people who grew up during this time and can identify with air raid drills and other memorable events of the early 1960s.  There are so many great discussion questions given to teachers to use with their students in the Countdown Discussion Guide.  These questions are philosophical and open ended.  While questioning, students can have meaningful conversations with each other and agree and disagree with what they have to say.                                                          1. Why does Franny feel “invisible” is she really being ignored by people or does it just feel that way to her?                                                                                                                                    2. How does the disagreement between Franny and Margie begin? Who do you think is to blame? How does Franny try to patch up her friendship with Margie and how does that turn out?                                                                                                                                             While sharing this book, teachers can research and explore various sites with their students about the headlining events in the 1960s.  Students can write an ipoem or narrative using their information.                                                                                                  That is why we treasure our stories, and need to tell them, need to hear them. They tell us who we are. They offer us a place in the world. And they whisper to us that we are part of something larger than ourselves. We are courageous (An Interview with and Author: Deborah Wiles.)                                   Helpful Sites                                                                                       http://www.youtube.com/watch?v=B1lwB4YdVDg&feature=playerembeddedhttp://www.youtube.com/watch?v=FOXHW8RAoGs&feature=related                      www.future.state.gov/educators/lessons/cuba                         http://www.youtube.com/watch?v=lW4s7TETtJA&feature=related         http://www.youtube.com/watch?v=UAM25RiSPbU&feature=fvwre                                  JFK Speeches on peace/civil rights/call to action                        http://www.youtube.com/watch?v=41xJiEPuAhg&feature=related http://www.youtube.com/watch?v=rS4Qw4lIckg&feature=related    http://www.youtube.com/watch?v=tP1RxVKD6vQ&feature=related                                                    http://www.youtube.com/watch?v=RkNsEH1GD7Q                                                                    NC Standard Course of Study                                                                                  Competency Goal 3: The learner will examine the roles various ethnic groups have played in the development of the United States and its neighboring countries.                                                                                                           Objectives 3.01, 3.02 , 3.03  3.04, 3.05, 3.06 , 3.07                                     Competency Goal 4: The learner will trace key developments in United States history and describe their impact on the land and people of the nation and its neighboring countries.                                                                                        Objectives 4.01, 4.03,4.05, 4.06 

Henry Brown

http://watst.glogster.com/edit/henry/

Caldecott Honor Book Henry’s Freedom Box By Ellen Levine and Kadir Nelson

Henry Brown by Ellen Levine is the profound story of a man born into slavery who packaged and mailed himself to liberty. Henry Brown lived in Civil War times and lived in Richmond, Virginia. This book begins with young Henry being moved from his family when his kind master dies and sends him to work for his unkind son. He is great at his job of working with tobacco but his facial expressions and posture speak of his sorrow. After seasons of loneliness he meets and marries young Nancy and begins his family. Henry is overcome with anguish when appalling slavery once again separates him from the ones he loves. He decides to find a way to travel from Richmond, Virginia to Philadelphia, Pennsylvania, where there is freedom. He exhibits bravery, determination and leadership as he travels in a wooden box transported by a horse-drawn cart, steamboat and train. He goes down in history as a change agent as this box is delivered to his doctor friend’s connection in Philadelphia. His date of freedom and liberty is March 30, 1849. Kadir Nelson uses piercing and real life looking portraits to beautifully illustrate this story. With vividly shaded pencil drawings and vibrant use of watercolor and oil, Mr. Nelson created detailed drawings of Henry, other characters, and the surroundings found in the mid 1800’s. Young readers will feel compelled to join in the story and experience Henry’s feelings and emotions as he matures through the unimaginable hardship and grief of slavery and social injustice. In the beginning of the story the reader feels heartache for young Henry’s plight as he is separated from his mother and moves from the covering of his kind master. Later, the reader celebrates with Henry when he falls in love and begins his family. The story has a heart wrenching moment when Henry is torn from his family. Mr. Nelson portrays in detail the despair and grief Henry feels as his family rides off without him. Nelson shows Henry’s tortured thoughts and gives vivid cutaway imagery to illustrate him placed upside down in his confined box for his journey Philadelphia. The last page shows a thankful Henry coming out of the box and being welcomed with looks of kindness and warmth as he begins his life of freedom. This book is a wonderful addition to the classroom library and is a MUST read aloud in the elementary classroom. This book is profound and meaningful and will engage all students and provide the readers with the authentic perspective of Henry. Children will fall in love with this character and hope for justice to prevail and for Henry to find a way out of his grim circumstances. While reading this story with students, powerful discussions about Henry and his family’s perspective and emotions can take place.

Culturally authentic books have been used for years to develop positive cross-cultural attitudes. It is important for young learners to feel appreciated in school, and including members of their group through literature that represents their perspectives accurately will help achieve this goal. Knowledge of the contributions of one’s culture group will enhance one’s self esteem (Bennett, Russell.) Culturally authentic children’s biographies can help acquire this knowledge and are important to all students (Morgan.)

Other works of literature can be added to the classroom’s study on diversity and different perspectives and cultures. “Aunt Harriet’s Underground Railroad in the Sky” by Faith Ringgold, “If You Traveled on the Underground Railroad” by Ellen Levine and “The Bus Ride that Changed History” by Pamela Duncan Edwards are other great books to use with this book.

These types of stories represent the views and perspectives of minority group members. This is important because a biography is not authentic if authors do not express an “insider’s” perspective of the culture they are portraying. (Morgan)