Coretta Scott King Award

Beautiful Blackbird

Author: 

Ashley Bryan

Grade Level:

K-1st

Summary:

Beautiful Blackbird is a picture book that tells a African folktale in a sing song way. The protagonist in the story, Blackbird, is most loved by all the other birds. In the beginning of the story, the birds of all colors sing his praises. The climax of the story occurs when the birds beg Blackbird to paint black on them too. In the end, all the birds are painted with black markings.

Beautiful Blackbird in the classroom:

I would use this book to teach about different folktales handed down from all over the world. I would read a different folktale each day and we would discuss, as a class, the differences and similarities.

                       ESOL strategies and Beautiful Blackbird:

Because a lot of the parts of the story repeat in a sing song manner, I would choral read certain parts with the students. For example, “coo-coo-roo. Coo-ca-roo, I’ve got a question for you” is a repeated line that the students would read in unison.

Read Aloud:

Because this is a short picture book, I would read the entire thing aloud, allowing for interactive parts where the class can read things in unison, or have them repeat back certain lines.

Personal Opinion:

I did not love this book. In my opinion the illustration was the best part of the book. The illustrations were colorful and reminded me of African art I have seen. I thought the story was a little confusing because it promotes changing who you really are to be like someone else. I would have to be very careful when reading this to students to ensure that they don’t get the wrong message. I think as an adult I can look and see that it’s an appreciation of being African, but for students, this may be confusing.

Pura Belpre Medal Book

The Tequila Worm

Author: Viola Canales

Grade Level:

7th and 8th

This book would be great for 7th and 8th graders because the main character is starting high school, making it relatable to this age range. Also, the situations in the book are appropriate for 7^th and 8^th graders.

Summary:

The Tequila Worm is a first person narrative told by Sofia, a Mexican American teenager living in the border town of McAllen, Texas. In the beginning of the book, Sofia is offered a scholarship to a prestigious boarding school far from home. Sofia struggles to convince her family that going to the school is the right decision. The climax of the book is when Sofia’s father becomes really sick and she travels back home to see him. In the end, her father passes away and Sofia becomes more connected to her unique beliefs and culture.

The Tequila Worm in the classroom:

I would use The Tequila Worm in the classroom to create a lesson about the appreciation of different cultures. The students would create project boards about their own culture or a culture they are interested in finding out more about. The students would then present to the class and would be encouraged to bring in cuisine, music, and other props to represent the culture.

ESOL strategies and The Tequila Worm:

Because the text in The Tequila Worm uses both English and Spanish I would place ESOL students in small group and have them help to create word walls for the classroom. The word walls would have the Spanish word next to the English translation. The students can also place pictures or drawings next to the words for better understanding.

 Read Aloud:

41-44

I would read these pages aloud because it is the part of the book where Sofia finds out that she has received a scholarship to go to a boarding school. I think these are good pages to read because it offers insight into her conflict of staying in McAllen where she will most likely become a wife and mother, or go to the boarding school which would offer her an entirely different kind of life.

Personal Opinion:

The Tequila Worm was my favorite book I read for this class. It is very culturally rich and offers amazing insight into a Mexican American home. The conflict in the book was very relatable for me as a Cajun from a small town because most of my high school classmates graduated, got married, and started having children right away. I had to make a decision that turned my back on the norm while still appreciating the culture of where I am from. I would recommend this book to anyone. It’s a must read in my opinion. 

Sunshine State Standard Book #2

Smiles to Go

Author: 

Jerry Spinelli

Grade Level:

7^th and 8^th

I think this book would be most relatable to students in the ages that range in 7^th and 8^th. While the story is easy to read some of the subject matters would work better with an older audience for overall comprehension.

Summary:

Smiles to Go is a first person narrative told by the main character Will. In the beginning of the book Will introduces us to his best friends Mi-SU and RT, and his annoying younger sister Tabby. At the beginning of the book Will is trying to make sense of the world around him after he learns about proton decay. At the climax of the story Will’s little sister Tabby is seriously hurt in an accident. In the end Tabby recovers, but that brush with the unknown makes Will start to live for now and not question as much.

Smiles to Go in the classroom:

I would use this book to teach a lesson on character development. I would assign each student one of the character (Will, Mi-Su, RT, or Tabby) and then have them keep notes on the character as they read and find out things about them. In the end they will compile all the notes into a character profile.

ESOL strategies and Smiles to Go:

For ESOL students I would partner them with a mainstream student so they can read and discuss the book together. I would assign them Will for their character development project because he is the narrator and it is easier to see his character transformation. I will also lead discussion with the whole class throughout reading the book so everyone can check their comprehension.

Read Aloud: Pages 7-13

These pages really give the first glimpse into Will’s struggle after he finds out about proton decay. I think it’s the perfect part to read aloud because it introduces Will and makes you want to continue to read about how he thinks about the world.

Personal Opinion:

This is my second Jerry Spinelli book, the first one being Star Girl, and I think I can now say without a doubt that I am a Spinelli fan. This book was brilliantly written and thought provoking. I tried to place myself in 7^th and 8^th grade reading this and I think the questions he poses would have opened my mind to a different way of thinking about the world. What I love most about this book is that Jerry Spinelli combines teenage love drama with questions about mortality, it is an amazing feat but it works well. I am placing Smiles to Go next to Star Girl on my book shelf and look forward to reading some more Jerry Spinelli soon.

Sunshine State Standard Book #1

                                             11 Birthdays

Author: Wendy Mass

Grade Level:

5^th and 6^th

This book would be great for 5^th and 6^th graders because the characters’ ages would be relatable to them.

Summary:

11 Birthdays is a first person narrative told from the point of view of Amanda, a ten year old girl. Amanda and Leo used to be best friends, but they haven’t talked in a year since their 10^th shared birthday. They are brought back together when they both begin to relive their 11^th birthday every day. In the climax of the book, Amanda and Leo figure out that they need to become friends again for the spell to be broken. At the end of the story they share their 11^th birthday and their friendship is stronger than ever.

11 Birthdays in the classroom:

I think 11 Birthdays would be a great book to use with creative writing. Some of the writing topics would be:

·       Is there a day in your life that you would like to relive?

·       What would you do if you could live a day with no consequences?

·       Have you ever had a fight with a friend? How did you resolve it?

ESOL strategies and 11 Birthdays:

ESOL students can work in discussion groups to talk about what is happening in the book after each chapter. Working in a group would allow them to listen to how their classmates understand and offer their own input in a small group setting.

Read Aloud:

57-70

I would read these pages to the students because it is the first time Amanda relives her 11^th birthday. I think this part will make students want to continue reading because they will want to know why this is happening.

Personal Opinion:

11 Birthdays is a lot of fun to read. I think it would make a wonderful Disney Channel Original movie. I think the theme of the story makes it appealing to a lot of readers. 11 Birthdays is not the best book I have ever read, but it kept me reading so I could figure out the mystery. 

Newbery Award Winner

 Island of the Blue Dolphins

Author: Scott O’Dell

Grade Level:

6^th and 7^th

^{Island of the Blue Dolphins has situations and vocabulary that would be most appropriate for 6th and 7th grade students.}

Summary:

Island of the Blue Dolphins is a first person narrative told through the voice of Karana. At the beginning of the story, Karana and her tribe are forced to leave their island because of an invasion that left many of their people dead. When the boat is leaving with the tribe, Karana notices her little brother is still on the island and jumps overboard so he will not be left alone. Karana and her brother Ramo are left alone on the island and must fend for themselves. Within a day, however, Ramo is killed by wild dogs on the island. The climax of the book occurs when Karana is rescued after years of living on the island alone. In the end she finds out that she was the only person from the island to survive.

Island of the Blue Dolphin in the classroom:

I would use this book to teach a vocabulary based lesson. Many of the words in this book are Native American based. I would have students predict what the word means through the use of context clues and then have them research what the words actually mean to see if their predictions are correct.

ESOL strategies and Island of the Blue Dolphins:

ESOL students can also predict what certain Native American words mean and create their own dictionary. The dictionary would have the Native American word equivalent in English and the student’s native language. They could also illustrate the dictionary so they can connect the words to their meanings.

Read Aloud:

Page 36-38

I would read these pages because it describes the immediate action Karana takes when she realizes her brother is not on the ship.

Personal Opinion:

I remember Island of the Blue Dolphins on the bookshelves of many of my classroom libraries in middle school. I would always pick it up, place it back on the shelf, and opt for a Fear Street book. I am glad I finally read it because I loved it. Island of the Blue Dolphins is a beautiful book. I love that, although it is a first person narrative, little dialogue is ever spoken. Karana’s descriptions of the island she relied on to keep her alive were magical. 

Realistic Fiction

Stargirl

Author: Jerry Spinelli

Grade Level:

6^th and 7^th

This book examines the emotions and feelings of being a teenager which makes it an appropriate story for 6^th and 7^th graders to read and relate to.  

Summary:

Stargirl is told in first person by the main character Leo. Leo is just a normal junior in high school until he meets the wonderfully strange Stargirl. Leo and Stargirl fall in love, but Leo is conflicted because her differences isolate him from the rest of the school. In an attempt to make his life easier, he tries to change her to be more “ordinary”. In the end, she continues to be her true self, and he learns how to see the world as a more extraordinary place.

Stargirl in the classroom:

One lesson that I would use Stargirl would be to teach diversity in the classroom. Stargirl is shunned by her fellow students because of her unique way of seeing the world. The class could research other famous people who were ostracized in history for being different.

Lessons involving character descriptions would also offer great activities to use with Stargirl.

ESOL strategies and Stargirl :

ESOL students can work on art projects depicting what they think Star Girl might look like. The descriptions of Stargirl and the clothes she wears are very in depth, allowing it to easily be translated into art.

ESOL students would also benefit from an audio version of Stargirl. This gives them the ability to start and stop the story throughout, to check for comprehension.

Read Aloud:

I would read Chapter 1 pages 3-6 because they really intrigue the reader about the character of Stargirl and the schools reaction to her.

Personal Opinion:

I read this book in May of 2000, just as I was about to graduate high school and remembered loving it. I reread it this week and remembered why. Jerry Spinelli captures the society of high school perfectly. He exposes the desperate need to fit in and the loneliness of not fitting in. This book embraces the things that can be learned when we open our eyes to seeing the world in a new way. It is wonderfully written and I can’t wait to reread it again in ten years. 

And the award goes to....

Don't Let the Pigeon Drive the Bus!

Author & Illustrator: 

Mo Willems

Caldecott Honor 

Picture Book

Grade Level:

K-1^st

This book has simple and limited text which is appropriate for beginning readers.

Summary:

Don’t let the Pigeon Drive the Bus! is a book that talks directly to the reader. Throughout the story the pigeon begs the reader to let him drive the bus. In the end the bus driver returns and the pigeon does not get to drive the bus and the reader feels like they helped keep him from doing that. The illustrations are simple and bare. Mo Willems uses a thick pencil line in his drawings and the illustrations are cartoon looking.

Don’t Let the Pigeon Drive the Bus! In the classroom:

One of the main lessons you can use with Don’t let the Pigeon Drive the Bus! is following rules in the classroom. A teacher could read this the first day of school before teaching the students the rules they will need to follow in class throughout the year.

Another lesson that can be taught is the use of punctuation and reading with emotion. This book had exclamation points, periods, and question marks.

Don’t Let the Pigeon Drive the Bus! ESOL strategies:

Don’t Let the Pigeon Drive the Bus! allows ESOL students to participate in an interactive story with the rest of the class. This makes them comfortable with the story because they can participate in telling the pigeon, “No!” when he continuously asks to drive the bus.

The book also can help to teach simple dialogue because of the use of thought bubbles. When sentences are separated like this it makes it easier to understand what is going on in the story.

Read Aloud:

I would read this entire book aloud, pausing to allow the children to reply to the pigeon’s questions.

Personal Opinion:

This is my first Mo Willems’ book, and I loved it. I appreciate how it engages and involves the reader. I also love the illustrations. They are so simple and inspire students to try their own hand at illustrating their writing.

Sylvester and the Magic Pebble

Author & Illustrator: 

William Steig

Caldecott Award Winning 

Picture Book

Grade Levels:

2^nd and 3^rd

The situations in this book offer opportunities for creative and in depth thinking which would be appropriate for 2^nd and 3^rd graders.

Summary:

At the beginning of the story the main character, Sylvester, finds a beautiful new pebble for his pebble collection. Sylvester soon finds out that the pebble is magical and grants wishes. The power of the pebble is exhibited when Sylvester accidentally changes himself into a rock in order to escape a lion. The climax of the story comes when his parents go on a picnic, grief stricken by the loss of their son. They set up their picnic on the rock Sylvester has become and accidentally wish him back to his previous form.  In the end, the pebble is put away for safe keeping.

Sylvester and the Magic Pebble in the classroom:

I would use this book by having the children use their prediction skills. I would have them guess aloud or in groups about what they think will happen to Sylvester after he is turned into a rock.

I would also use this book to have the children think about what they think should happen to the pebble after Sylvester is saved by his parents. This would have the students use their critical thinking skills.

ESOL strategies with Sylvester and the Magic Pebble:

ESOL students can draw what they would do if they found a magic pebble. This allows them to think about the story and relate it to themselves.

ESOL students can work in group to create a skit based on the story. By acting out the story they will get a better understanding of the theme of the story.

Read Aloud:

I would read the entire book aloud. I would pause at certain points for the students to be able to make predictions, offer insight, or share their own experiences.

Personal Opinion:

I really enjoyed this book. The story is really great and I love how it makes students able to think and what they are reading on a different level. I would like to find more books like this that have moral dilemmas, because they are excellent for prompting art assignments, classroom discussion, or writing assignments.

Benny and Penny in

THE BIG NO-NO!

Author and Illustrator: 

Geoffrey Hayes

A Geisel Award winning picture (toon) book

Grade Level:

K-2

          The lessons and characters in this book are really simple and appropriate for teaching different concepts to students who are in kindergarten through 2^nd grade.

Summary:

Using comic book format, the author and illustrator, Geoffrey Hayes, takes us into the world of Benny and Penny. Benny and Penny have a new neighbor and they think she has stolen Benny’s pail. They decide to steal it back and are confronted by their new neighbor Melina, who they squabble with. Then they run away with the pail. In the end, they discover that Benny’s pail was not stolen and apologize to Melina and return her pail.

In the Classroom:

          One lesson I would use with Benny and Penny, is teaching students how to apologize. I would talk about how Benny and Penny jumped to conclusions about Melina and how this got them into a lot of trouble.

          Another lesson I would use is teaching the students to create their own stories in a comic book style. This would combine creative writing and art.

ESOL Strategies:

          ESOL students can really benefit from books like Benny and Penny because predictions can be made looking at the pictures. I would try to find more books like this one to help ESOL students be able to connect text and pictures.

ESOL students can also work with other students in creating a Benny and Penny puppet show. They can create the characters and then help to arrange the script by what characters say in the book.

Read Aloud:

I would read the entire book aloud, making sure to use different voices for each character and point out how the thought bubble is coming for the speaking character.

Personal Opinion:

          I really enjoyed how Benny and Penny is written. The comic book style entices the reader to continue reading to the end. The theme was simple and a universal lesson was taught in the end. I am now going to look for more books written in this style for my classroom library.