M.L.K.: Journey of a King

Tonya Bolden brings words and pictures together to tell the life story of one of America's greatest figures: Martin Luther King, Jr. -- or M.L.K. Central to the story is King's belief that agape -- the selfless love for one's neighbor -- is the rope that binds all peoples together. 

M.L.K.: Journey of a King is a nonfiction biographical book that encompasses factual information, clearly developed ideas, and uses pictures of the subject matter (i.e. Martin Luther King Jr.) to reinforce or promote the words that are written in the book. Author Tonya Bolden does a wonderful job at providing detailed and acurate information about the impact he had for the African American race in times of civil rights movements. 

Discussion

1) Why was Martin Luther King Jr. so important?

2) Why do you think that Dr. King should be remembered in today's world? 

What do you think would have happened if Dr. King hadn't spoken

 out for civil rights for African American people?

3) Why do you think Dr. King was assassinated? Was it justified? 

4) Dr. King believed in the rights of all humans; do you feel this way too? 

Why or why not? 

5) What is one thing you would become an activist over? Why do you feel this is an important cause?

Activities

1) Hometown Heroes: Have students research a young person in their own town who has done a great and courageous deed. Do a report about their subject and share their efforts with the class. 

2) We Come in Peace: Have students work in teams to research organizations that support peace, tolerance, respect for differences, building community, responsible citizenship and the like and their logos. Have them then create a scrapbook of “Logos of Tolerance, Peace, Respect for Others…”. Once completed, present their work to the class and explain what the organizations stand for and why it is important.

References 
Bolden, Tonya. M.L.K.: Journey of a King. New York: Abrams for Young Readers, 2008. Print.
Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child (7th ed.). Belmont, CA: Cengage Learning.

Harry Potter and the Sorcerer's Stone

It is simply amazing to me that this book was published in the United Kingdom in 1997. It was then released in the United States on September 1st, 1998. This is the book that started it all...the seven book series, the movies, the theme park, etc. I was five years old when this book was published but I did not discover Harry Potter and all his glory until I was in the fifth grade.

Harry Potter and the Sorcerer's Stone, also referred to in the United Kingdom and some parts of the United States and other countries as Harry Potter and the Philosopher's Stone, is a fantasy through and through. Each book in the series is filled with magical things like; magic, mythical creatures, objects that do not exist in our current world (i.e. invisibility cloak, time-turner, etc.) at least to our knowledge. J.K. Rowling does a spectacular job at detailing the "wizarding world" in all of it's magnificent glory! She does wonders with each character and makes them believable, lovable, multidimensional, and act in a logical manner. 


Discussion Questions

1) What was Harry's home life like before finding out about his secret past?

2) Why do you think the magic community allowed him to live with 

Muggles for so long? Why not take him in themselves?

3) What are your impressions of Dudley?

4) Why do you think J.K. Rowling depicts the 

Dursley's as being so terrible?

5) What are the advantages to Harry not having known how special he is 

before he starts school? Disadvantages? What are some of 

the instances when Harry acts more like a bumbling 

Muggle than a great wizard?

6) What are your first impressions of Hogwarts School?

 What about it makes it seem special and different?

7) If you could have one magic companion, what would it be and why?

8) What does it say about Lord Voldemort and his followers when 

Quirrell tells Harry that, "There is no good and evil, there is 

only power, and those too weak to seek it." (p.291). 

9) What event brings Harry and Ron together with Hermione 

that makes them such good friends?

10) Consider the professors at Hogwarts, including Dumbledore, 

McGonagall, and Quirrell - what does each character stand for? 

What does Harry learn from each one?

11) The Harry Potter series is the most popular children's book 

series ever written. Why do you think it is so popular? 

Why do you think adults and kids both like it?

12) What do you predict might happen in future books? 

Why do you feel like that may happen? 

What evidence leads you to that conclusion?

Motivational Activities

1) Make-Your-Own Trading Cards: Making trading cards is a great way to have your class practice recalling facts and details, summarizing, establishing sequential order, and presenting work orally. Ask your students to draw pictures of characters, scenes, or events from one of the Harry Potter texts on index cards. On the back of the cards, the children record who, when, where, how, and why details. Encourage them to share their cards in small groups by reading aloud, asking questions, and trading cards.

2) Reader's Treasure Hunt: Challenge students to create literary treasure hunts that send classmates back to the novels to find details. Divide students into several small groups. Give each group ten index cards and a small treasure — something shareable such as jellybeans. Encourage each group to follow these steps to create their treasure hunt:

1. Hide their treasure somewhere in the classroom.

2. Write each letter in the name of the hiding spot on a different index card.

3. On the flip side of each card, write a question about an event or detail from the book. Include the page number.

4. Place cards in a stack with the questions face up and exchange them with another group. 5. Each group works together to answer a set of questions. 

6. Then they unscramble the letters to name the spot where the treasure is hidden!

3) Hogwarts Yearbooks: Help students organize and retain what they read by making Hogwarts yearbooks with tag-board covers. Students can divide the books into sections featuring descriptions of each of the characters, both students and faculty, based on details from the books. They can write accounts of significant events and activities such as Quidditch matches and the Halloween feast.

References

Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child (7th ed.). Belmont, CA: Cengage Learning.

Rowling, J. K. Harry Potter and the Sorcerer's Stone. Bloomsbury, 1997. Print.

The Absolutely True Diary of a Part-Time Indian

In this New York Time's listed Best Seller, author Sherman Alexie tells the story of a character named Arnold, aka Junior, who just wants to live his life the way he wants to and not the way he feels he should have to. Determined to find his place in this world, Junior leaves the Indian Reservation and attends school at a nearby "farm-town" high school which is all white.

In The Absolutely True Story of a Part-Time Indian, published in 2007, readers get a realistic view into the life of a person who may not feel "at home" in their own skin. It can fall under so many different literary categories but I classify it as being a contemporary realistic fiction. Though it does draw from the authors personal experiences, I would not classify it as a memoir. The dialogue and thoughts of the characters flow easily off of the page and into the readers mind. Alexie also does a wonderful thing by having drawings by Ellen Fourney (aka Junior's cartoons). The drawings represent what is going on in the story and give the reader a mini-break from the narrative.

Activities

1) Oral Presentations: Have students work in small groups to complete the following presentations.

• Before the Reardan Indians versus Wellpenit Redskins basketball game a news crew comes to interview Junior. Working in small groups, write a script for the entire news story, including interviews with Coach and Rowdy. Rehearse and then either present the news story for the class or videotape and then show the class.
• Both Mr P and Coach have a big impact on Junior due to their motivating words and advice. Prepare and present a motivational speech, to be delivered to the Wellpenit basketball team just before their second game against Reardan.
• In ten years time Junior returns to Wellpenit High to deliver a speech to the graduating class. What is his message to them? What has he done since high school? Prepare and present his speech.
• Choose your favorite three cartoons from the novel. Explain to the class why you have selected these cartoons as your favorite and explain the significance of each one.

2) Act it Out: Working in small groups, have students choose a scene from the novel to act out. Have them write their own script before they rehearse and then present to the class. They can choose from one of the following scenes:

a. Junior’s first day at Reardan.

b. The class walk out on Mrs Jeremy.

c. Junior and Penelope go out for pancakes after the dance.

d. Junior and Rowdy play basketball at the end of the novel.

3) Speeches, Speeches are so Fun!: Have the students prepare an argumentative speech, using one of the following topics:
a. The pursuit of personal goals is more important than the expectations of the
community.
b. Boys should be freer to express their feelings.
c. More education is required to eradicate racism from our society.
d. The misuse of alcohol has devastating effects on our community.
e. Self-belief is the most important quality to ensure success. 

Discussion

1) What do Arnold's drawings tell us that his writing does not? What is the relationship between pictures and words?

2) Would you have left the reservation? Why or why not?

3) What does it mean for Arnold to be a "part-time" Indian? Do you think of yourself as a "part-time" something? What? And why?

4) Arnold asks his parents: "Who has the most hope?". What do you think? Why is it so important to have hope?

5) What do you think will happen to Arnold after he finishes high school?

6) Arnold makes a list of all the different tribes he belongs to. What tribes do you belong to? Are you multi-tribal like Arnold?

7) How do Arnold's drawings of himself change over the course of the novel?

8) Why does Rowdy call Junior a nomad? What does it mean to be a nomad? 
Do you think this is a positive thing?

9) What is the last picture that Arnold draws? Why is it so important?

References

Alexie, Sherman. The Absolutely True Diary of a Part-time Indian. New York: Little, Brown for Young Readers, 2007. Print.
Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child (7th ed.). Belmont, CA: Cengage Learning.

Number the Stars

Ten-year-old Annemarie Johansen and her best friend Ellen Rosen often think of life before the war. It's now 1943 and their life in Copenhagen is filled with school, food shortages, and the Nazi soldiers marching through town. When the Jews of Denmark are "relocated," Ellen moves in with the Johansens and pretends to be one of the family. Soon Annemarie is asked to go on a dangerous mission to save Ellen's life. 

In this historical fiction novel, author Lois Lowry does an amazing job of telling the invigorating tale of Annemarie on a quest to find her friend while still holding true to the events and attitudes appropriate for the era in which it takes place. Lowry uses well developed characters, an authenticated plot, and has a theme of war that can bring about larger historical concerns all throughout the book. 

Discussion

1) Why did Lois Lowry choose those words? What stars is she referring to?

2) Look at the chapter titles. Many of them are quotes from the story. Would you have chosen the same ones? Why or why not? What do you think would be a better title?

3) Look at the characters in the story. How can Annemarie do what she had to do? Where did she get her strength? 

4) Which countries had kings or queens back when this story took place? Which ones still do? Do you think it is better to have a king or a president? Why do you think it is important to have some type of order throughout societies and countries?

5) The Nazi soldier who stroked Kirsti's hair and said that she reminded him of his own little girl makes him less villainous than Lois Lowry might have shown him. Why did she do that? What is she saying about soldiers in general?

6) Sometimes the adults in the book don't always tell the truth. Why is it all right for them to lie? What's dangerous about the truth in their situation?

7) What did you know about the Holocaust or the Danish Resistance before reading this book? Did reading the book inspire you to learn more?"

Activities

1) Mapping: Include geography in this lesson by finding maps of prewar and postwar Europe. Have the students map the routes escaping Jews took from each country. Have them discuss where they feel the Jews could have gone to be the "safest". Have them discuss how the maps are different from prewar and postwar and why it is so.

2) In Memory: Have students make scrapbooks honoring the characters Lise or Peter, who die for Denmark's Resistance Movement. They can create pictures, captions, newspaper clippings, and so on, covering significant moments mentioned in the novel.

3) Fact or Fiction: Have students find and read a factual account about Denmark at the time of the German occupation, using an encyclopedia, a history book, the Internet, or the library. Ask students to write an essay comparing the factual account to Number the Stars. Ask them to discuss the advantages and disadvantages of each type of writing.

4) Resistance across Europe: Have students work alone or in small groups to choose a resistance movement or hero to research. Guide the selection to cover a variety of people and places. Help students establish criteria for written reports. Encourage them to include visuals, such as drawings of people or places.

References

Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child (7th ed.). Belmont, CA: Cengage Learning.

Lowry, Lois. Number the Stars. Boston: Houghton Mifflin, 1989. Print.

The Rainbow Fish

The Rainbow Fish written and illustrated by Marcus Pfister published in 1992, is a classic fable that teaches a wonderful lesson on morals, being yourself, and sharing. Rainbow Fish is a character who has these shiny scales that no other fish has. He loves his scales and likes the fact that no one else has them. One day another fish asked if they could have one of Rainbow Fish's shiny scales. Rainbow Fish quickly denies the passing fish's request and that makes him sad. Rainbow Fish's attitude and actions left him friendless and as he sets out on a journey to regain his friends he runs into an octopus that tells him to share his gift with the world. Rainbow Fish learns the important of sharing and that all people should be included. The moral of the story can be said to be to not be to vain or selfish.

The illustrations in the story quickly grab the readers attention, especially with the bright colors of Rainbow Fish's scales along with his shiny ones too! Readers of all ages will find it hard to look away from the beautifully illustrated underwater scenes that very carefully and beautifully complement and add to the narrative of the story. 

Discussion 


1) Is it better to be different or to fit in with the community?

2) Should everyone be the same?

3) Is the Rainbow Fish acting selfishly when he won’t give away his scales?

4) What makes the Rainbow Fish unique? Does he have a right to keep what makes him unique?

5) Why do the other fish stop talking to Rainbow Fish? Are they justified in doing this?

6) Is Rainbow Fish beautiful? Is he more beautiful than the other fish?

7) Is Rainbow Fish happier at the end of the story?

Motivational Activities


1) Go Fishin':  Cut out a pond from light blue bulletin board paper and added ripples. Create different colored construction paper fish. Label each fish with a number, a letter, a sight word, a color word, etc., and then laminate.  Add a paperclip to their mouth. Have the students try to catch the fish using a pole (stick with a magnet tied to the end of the line). The magnet sticks to the paperclip. For the student to be able to keep the fish they caught, they must identify whatever's on the fish. If they are unable to do so, tell them what it is, then throw the fish back into the pond. Enhancement: Turn it into a friendly competition by hosting a "fishing tournament" and see who catches the most fish.

2) Colors of the Rainbow: The Rainbow Fish's scales are 'every shade of blue, green and purple'. Have students decorate their own Rainbow Fish image using collage methods (or other media). Have find foil and glitter available so they can make the scales sparkle like Rainbow Fishs' did! Enhancement: While creating their own Rainbow Fish, have them discuss whether or not there could be any other rainbow animals. If they come up with any and have extra time and materials, have them create their very own rainbow animal (i.e. iguana, chameleon, butterfly, snake, etc.).

References

Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child (7th ed.). Belmont, CA: Cengage Learning.

Pfister, Marcus. The Rainbow Fish. New York: North-South, 1992. Print.