Wildlife Gardening by: Martyn Cox (Non-Fiction)

 

Make it. Watch it. Grow it. "Wildlife Gardening" is filled with much knowledge and plenty of fascinating activities. Children that read this book will want to grow plants, build habitats, and find all sorts of animals. Make wildlife feel right at home as you learn how to create their living environment.

This would be a great source for a teacher to use in the classroom. I would use this book to help students understand the life cycle by allowing them to create an environment for a plant or animal and watching it grow as the class takes cares of it. Each student would get a chance to participate in the creation as well as taking care of it. I would alternate between "jobs" (feeding, watering, etc.) each day so the each student would have a chance to help out. Creating and taking care of an environment not only helps demonstrate the life cycle process but also portrays responsibility.

Saturday Markey by: Patricia Grossman (Multicultural/International Literature)

People from far away begin to travel by the moonlight to reach the market before dawn. Everyone pitches in and brings their "wares" to sale. Miguel brought chile peppers, Carmen brought rebozos, Diego brought parrots, and so on. Pedro sales rugs that his family has woven. With each rug comes a story about the Mayan people that Pedro eagerly shares with each tourist that stops at his stall. After a long day at the market, people stop to share the purchases of their new belonging with Ana who cooks tortillas from dawn to dusk.

After reading this story to the class, I would discuss the different things that could be found at the "Saturday Market" and what they might be used for. Following the discussion, I would have students to create one of the "wares" that we discussed from the book by using materials provided. Once they finish, I will group them by their creations into a market like scenerio. At this time I might would ask a few staff members (principal, librarian, guidance counselor, etc.) to step in a take a walk through our class market. The students can then present their "wares" and try to "sale" them.

Judy Moody Was in a mood. Not a good mood. A bad mood. By: Megan McDonald (Chapter Book)

It's time to start another year of school and Judy Moody is already in a bad mood. She's not excited about her new 3rd grade teacher or her new classroom. She predicts that she will have seat on the front row away from her best friend Rocky so they can't secretly pass notes. She knew she did not want to sit next to Frank Eats-Paste Pearl. Judy Moody does not like to express when she is in a happy mood with the exception of a few moments throughout the book. The first assignment Judy receives is a Me collage which she is responsible for creating. For the next month of school many incidents happen that contribute to the collaboration of the Me collage of Judy and her friends as well.

I would read this book to the class at the beginning of a new school year. This read aloud will last over the period of time of a week or two. After the Me collage is introduced in the second chapter, I will prompt the students to create their own Me collage. They will include the same things as Judy Moody is required to include in her Me collage. Students will be able to work on it during class as well as asked to work on it at home. By the time I finish reading "Judy Moody..." the students will have finished their Me collage's and will present them to the class.

Martina the Beautiful Cockroach by: Carmen Agra Deedy (Folk Literature)

Martina is a beautiful cockroach who is now 21 days old and ready to find her husband. But Abuela, her Cuban grandmother, didn't want her to pick the wrong suitor so she asked her to put each guy that asked to "The Coffee Test." Martina didn't understand at first, but once suitors started asking for her "leg" in marriage she was grateful of her Abuela's tactic. Little did Martina know that the perfect little suitor to be her husband had been there all along and he too had a Cuban grandmother.

After reading this book to the class, I would split the students up into groups of 6 (one member for each character). The groups will then decide who will be which character and practice acting out the story. After about 15 minutes, each group will act out this Cuban Folktale as I narrate.

Fairytale News by: Collin & Jacqui Hawikins (Folk Literature)

Mother Hubbard and her son Jack one day find that they have no money and their cupboard is empty. Jack is sent into town to find a job. Mrs. Tattle just so happened to be looking for a paperboy so off Jack went delivering the "Fairytale News." He had many stops to make including The Three Little Bears and Red Riding Hood's house. His most interesting stop soon became Mr. Giant's castle at the top of the enormous beanstalk that appeared in his garden after his encounter with "the fast-talking stranger." Jack and Mr. Giant became best friends sharing a cup of juice and discussing the "Fairytale News" each morning after he had completed his paper route. To find out what happened on the Jack's first day as a paperboy, read your very own "Fairytale News" newspaper located in the back of this book.

After reading this book and the "Fairytale News" newspaper to the class, I would split the students up into groups of 4 or 5. Each group will be instructed to use their imaginations to create their own tall tale newspaper. Each member will be required to draw and label a picture that goes along with the story they are to write. The group will then proceed to arrange and decorate their newspaper to match the theme they have chosen. Once they have finished, they will leave their newspaper at their table and will rotate clockwise as a group every 5 - 7 minutes to view the other newspapers created by their classmates until they return back to their newspaper. I will then collect them.

Dona Flor by: Pat Mora (Folk Literature)

Dona Flor is a giant woman that lives in a tiny village where she has many friends. One day her neighbors hear a horrifying noise that sounds like a big animal just outside their village. They become terrified and tend to stay hidden in their homes. With the help of her animal friends, Flor sets out to find the source of the horrifying noise. She soon finds and shares with her friends that there is nothing to be scared of.

Side Note: The text of this book occasionally introduces a few Spanish words and phrases throughout the book. With the help of context clues, one can easily figure out the meaning of these words. This book would be a good way to show students that there are other languages.

After reading this tall tale to the class, I would have them imagine that they are a giant person with tiny animal and village friends. I would prompt them to use their imagination and create their own tall tale. Once they have finished writing, I would have them draw and color a picture to help illustrate their tall tale. Each student will then share their tall tale with their picture to the class.

Harvest of Light by: Allison Ofanansky (Non-Fiction)

A little girl shares her first experience of harvesting olives for Hanukkah. She is thoroughly excited that she gets to help her parents this year! This little girl has a lot to learn about the different stages of the olives (green and black). Some are picked to eat, for Hannukkah decorations, and to make oil. Which is which? The little girl finds out each step of the way.

This would be a great book for exploring different cultures. After reading this book to the class I would have them draw and label each stage of the harvesting process of the olives. They will draw and color their pictures and then provide one or two sentences describing each process in the labeling of the picture. Not only will this assignment show their reflection of the book, but it will also work on sequencing by the students showing the steps in the correct order.