Trade Books Project

Trade Books Project

By

Shaina Clark

Genre: Multi-cultural

1. Comparing and contrasting chart

1. Create a flower with a legend to go with it

1. Class election with ballots

1. Family Momentum show and tell

1. Draw a picture of their grandfather and write a poem to go with it

Genre: Fantasy

1. Friendly letter

1. Plant a seed/measure each day and keep track in a journal

1. Create their own to-do lists and reflect on them

1. Short story about something they were scared of and how they overcame it

1. Create a short script about having a conflict and how to resolve it

Genre: Realistic Fiction

1. Kickball, cooperating while having “disabilities

1. Students will have their own savings jar to save for school necessities

1. Play “Rondo in C” for the students and have them paint what they envision while listening to it

1. Create a book telling one story from two points of view

1. Each student will do an interpretive dance to powwow music

Genre: Historical Fiction

1. Create a mobile over the Great Depression

1. Create a Veteran’s Day wall and set up our own white table in the class

1. Write a research paper over the role of women during World War II

1. Create a timeline

1. Create a petition about a cause

Genre: Non-fiction

1. Create a memorial poster of the Twin Towers

1. Write a week’s worth of diary entries

1. Write a speech and present it to the class

1. Fill out a chart of all the things Sarah does in a day and glue it next to the chart of all the things the students do in a day/ observing the difference of roles between settlers and now

1. Students will write a newspaper article

Genre: 5 your choice

1. Write their own alternate ending to the story

1. Students will color in a US map labeling which states were North and which were South during the Civil War

1. Create a bookmark

1. Create a book sleeve

1. Play emotions charades and have a class discussion over what could cause each emotion

Shaina Clark

EDUC 340

Professor Heather Schilling

6 May 2011

Trade Books 1: Multicultural and Fantasy

Title of book: More Than Anything Else

Author’s name: Marie Bradby

Copyright year: 1995

Genre: Multicultural

Number of pages: 29

SYNOPSIS OF STORY:

More Than Anything Else is a book about a young African American male who wants to learn how to read. In his town, people may now come and go but reading is scarce. He tells his mother he wants to learn how to read and she gives him a small blue book. When the boy gets home from working all day, he studies his book. Although he studies his book, he cannot learn to read on his own and seeks out a man who knows how to read. This man reads the book to this young boy and teaches him how to write his name. The boy is full of hope at the end and it is revealed to the reader that this boy is Booker T. Washington.

ACTIVITY:

• Origin of idea: Margo Dill
• Students will make a chart comparing and contrasting their life to Booker T. Washington’s.
• English 3.4.2 Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas. (Core Standard)

Title of book: The Legend of the Bluebonnet

Author’s name: Tomie DePaola

Copyright year: 1983

Genre: Multicultural

Number of pages: 27

SYNOPSIS OF STORY:

The Legend of the Bluebonnet is about a little girl with the name of She-Who-Is-Alone. She-Who-Is-Alone’s Indian tribe is struggling sue to a very long drought. Her villagers pray to the spirits and do rain dances for many days and yet the rain does not come. She-Who-Is-Alone has a very special warrior doll that is the only thing left as a memory of her family. The Shaman told the people that they must have a sacrifice, burning their most valuable possessions in order for the spirits to bring the rain. She-Who-Is-Alone knew what she must do and later that night she sacrificed her doll and spread the ashes. The next day the land was covered in blue flowers, as blue as the feathers on her warrior doll, and as the people began to dance and sing, the rain began to fall. After the rain fell, a beautiful flower appeared.

ACTIVITY:

• Origin of idea:
• Using colored paper and glue, students will create their own flower. Then, students will create a mini-legend about how their flower came to be and name it. Then, students will verbally present their flower and legend to the class.
• English 2.7.5 Organization and Delivery of Oral Communication: Organize presentations to maintain a clear focus. (Core Standard)

Title of book: Papa’s Mark

Author’s name: Gwendolyn Battle-Lavert

Copyright year: 2003

Genre: Multicultural

Number of pages: 30

SYNOPSIS OF STORY:

Papa’s Mark is set in Lamar County where Simms and his father live. Lamar County was making history in this story by allowing “colored men” to vote. Although there was a problem, Simms’ father could not write his name. Simms really wanted his father to be able to clearly write his name so that he could stand proud as he voted on Election Day. So, Simms wrote out his father’s name on a piece of paper perfectly so that his Dad could copy it and would help him practice every night. Many of the African American men were scared to vote, yet many of them went anyway. Simms’ father proudly wrote his name clearly and he and Simms turned the ballot in together happily because of the new freedom in Lamar County.

ACTIVITY:

• Origin of Activity: Papa-Gehm.doc

• The students will hold a class election where each student will cast a ballot. After voting, students will help calculate the results.
• Math 1.6.4 Make precise calculations and check the validity of the results in the context of the problem.

Title of book: The Always Prayer Shawl

Author’s name: Sheldon Oberman

Copyright year: 1994

Genre: Multicultural

Number of pages: 32

SYNOPSIS OF STORY:

The Always Prayer Shawl is about Adam, a young Jewish boy who lived in Russia. Adam attended a small school at his grandfather’s house, where he learned to read and write in Hebrew and learned stories about his people. Adam’s life was turned upside down when trouble came to Russia and people were starving and soldiers were fighting. Adam’s family decided it was best to leave and go far away but his grandfather could not go because he was too old. Adam cried due to the departing of his grandfather, but his grandfather gave him his very special prayer shawl that was passed down from his grandfather. Adam and his family traveled far on a ship and moved to a country where he lived in an apartment and learned English in school. As Adam grew up and his life changed, he always wore the prayer shawl every Saturday, fixing it when it was worn and torn, until the day he passed it on to his own grandson.

ACTIVITY:

• Origin of idea: Shaina Clark
• Students will bring a family momentum to school for show and tell. Students will have to describe the item, the item’s purpose, and why it is special to his/her family.
• English 1.7.10 Use visual aids, such as pictures and objects, to present oral information.

Title of book: Coal Mine Peaches

Author’s name: Michelle Dionetti

Copyright year: 1991

Genre: Multicultural

Number of pages: 29

SYNOPSIS OF STORY:

Coal Mine Peaches is a book where a little girl tells the reader about the life and stories of her grandfather that was a link between her family and their Italian culture. The little girl’s grandfather lived in a small coal-mining town as a boy and when he grew up he moved to New York. Her grandfather was always entertaining everyone he came into contact with by telling them lots of stories, including his coworkers as they built the Brooklyn Bridge. Her grandfather married a beautiful quiet girl named Victoria and they had many children, lived on a farm, and were poor. As his children grew up, they had their own children and they always came to visit, which is how his granddaughter came to love him and the stories he could tell. When her grandfather told her stories, she always believed him.

ACTIVITY:

• Origin of idea: Shaina Clark
• Have the students draw a picture of their grandfather and write a poem to go with it. The poem should have strong details that enhance the drawing and the visual of the grandfather. If students do not have a grandfather, then they can choose an older role model.
• English 2.5.4 Write rhymes and simple poems. (Core Standard)

Title of book: Click, Clack, Moo Cows That Type

Author’s Name: Doreen Cronin

Copyright year: 2000

Genre: Fantasy

Number of pages: 29

SYNOPSIS OF STORY:

Click, Clack, Moo Cows That Type is a story about Farmer Brown and some animals that live on his farm. Farmer Brown has some very unique cows that can type. Farmer Brown had a difficult time believing that his cows were truly typing until he seen with his own eyes. Farmer Brown’s cows would type letters to him making requests, and if the requests were not answered then they refused to give milk. The cows even got the hens in on the demands while the ducks were supposed to remain neutral. Farmer Brown thought that he had come to a compromise with the animals when the ducks decided that, they too would like some benefits!

ACTIVITY:

• Origin of idea: Shaina Clark
• Students will type a letter to Farmer Brown pretending to be an animal. The students may choose any animal that could live on a farm. The students must make some request of the farmer and threaten to take away something if the farmer does not give in to their demand. In the letter the students must have the date, a proper greeting, body of the letter and closing, and a proper signature.
• English 2.5.3 Write a friendly letter complete with the date, salutation (greeting such as Dear Mr. Smith), body, closing, and signature.

Title of book: Frog and Toad Together: The Garden

Author’s name: Arnold Lobel

Copyright year: 1971

Genre: Fantasy

Number of pages: 12

SYNOPSIS OF STORY:

In the story Frog and Toad Together: The Garden, Frog and Toad are best friends, and Frog has a very beautiful garden and Toad wishes that he could have one. So, Frog gives Toad some seeds to take home and plant in the ground. Toad went home and planted his seed but he was impatient and wanted them to grow right away. Therefore, Toad yells at the seeds telling them to grow. When that does not work, Toad does other things for his seeds such as read to them, sing to them, and play music for them. The seeds still did not grow and Toad became frustrated and fell asleep. The next day Frog wakes Toad up to see that his garden had finally sprouted.

ACTIVITY:

• Origin of idea: Shaina Clark
• Each student will get to plant a seed in a little cup. Each day the students will water their plants and keep a journal, recording what they observe and asking questions. They also need to record what activities they do with their plants, such as talk to them or read to them. They need to discuss each day how the plant looks different and measure it. The student just writes a few sentences in their journal each day and turns it in every Friday. The teacher then tries to answer some of their questions and then returns them on Monday. At the end of four weeks, each student will present their plant to the class, discuss why they think their plant grew the way that it did, and discuss some of their questions with the class.
• The Nature of Science and Technology 1.1 Students are actively engaged in exploring how the world works. They explore, observe, count, measure, compare, and ask questions. They discuss observations and use tools to seek answers and solve problems. They share their findings.

Title of book: Frog and Toad Together: A List

Author’s name: Arnold Lobel

Copyright year: 1971

Genre: Fantasy

Number of pages: 14

SYNOPSIS OF STORY:

Frog and Toad Together: A List is a story about a Toad who creates a list of items that he needs to do for the day. As Toad accomplishes an item on his list, he crosses it out. Of course multiple items on his list include his best friend Frog. Frog and Toad go for a walk, and when Toad reaches for his list to cross that item off, the wind blows his list away. Frog chases the list because Toad feels lost without it, but he cannot catch it. Toad decides to do nothing since he no longer knows what is on his list, until it is so late that he and frog have to sleep. Finally, he remembers that sleep was on his list and he then felt the day was complete.

ACTIVITY:

• Origin of idea: Shaina Clark
• The students will create their own to-do lists for the upcoming Saturday. Students will then have to cross items off of the list as they do them. Then, on Monday they are expected to bring their lists back and have a discussion with the class on different questions such as “Did they do everything on their list? Did they do everything in the correct order? Did they need to add items to the list? Would they have been lost like Toad without the list?”
• English 1.5.5 Write for different purposes and to a specific audience or person. (Core Standard)

Title of book: Too Close Friends

Author’s name: Shen Roddie

Copyright year: 1997

Genre: Fantasy

Number of pages: 24

SYNOPSIS OF STORY:

Hippo and Pig were neighbors and good friends. They took turns spending time at each other’s houses and doing different activities. One day Hippo decides that he would be nice and cut down the hedge in between his and Pig’s house. Since the hedge was gone, Pig and Hippo could see into each other’s houses, discovering that each of them had some habits that the other did not like. Due to witnessing each other’s habits and getting into an argument, Hippo and Pig stop seeing each other. Although as the hedge grew back, Pig and Hippo missed each other too much and became friends again.

ACTIVITY:

• Origin of idea: Shaina Clark
• The students will be split into partners. Students will together create a short script of having some sort of conflict and then resolving it. Students will later role play this script for the class.
• Fine Arts: Theatre 1.6 Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.

Title of book: What Was I Scared of?

Author’s name: Dr. Seuss

Copyright year: 1961

Genre: Fantasy

Number of pages: 23

SYNOPSIS OF STORY:

The main character in the book What Was I Scared of? thought that he was not afraid of anything. Then, one night he saw a pale green pair of pants. These pants were walking on their own with nobody inside them. This frightened the character and he ran away from the pants. After that night, he seen the empty pants several other times: on a bicycle, in a boat, and in a Snide-field. Finally, the character and the pants met face to face and he realized that the pants were just as scared as he. He decides to talk to the pants and then they became friends, and from then on when they seen each other they always said hi.

ACTIVITY:

• Origin of idea: Shaina Clark
• Students write a short story about something they were scared of and how they overcame that fear or plant to overcome that fear. The stories must have topic sentences and details.
• English 3.4.3 Create single paragraphs with topic sentences and simple supporting facts and details. (Core Standard)

Trade Books 2: Realistic and Historical Fiction