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Community Engagement: November 2016 Primary (K-2)

October 20th, 2016 | Posted by etownsend in Primary (Grades K-2) | 2016-2017 | November - (Comments Off on Community Engagement: November 2016 Primary (K-2))

last stop on market streetPrimary Icon of a White-Tailed DeerLast Stop on Market Street by Matt de la Peña. Illustrated by Christian Robinson. Putnam, 2015

As he and his nana take the bus across town, observant young CJ is full of questions and more than a little wishful thinking: Why don’t they have a car instead of having to take the bus? Why do they always have to go somewhere after church? How come that man sitting near them can’t see? Why is the neighborhood where they get off the bus so dirty? In response, his nana points out everything they would miss if they weren’t right where they were at each moment, from the interesting people they get to see and meet to the realization that beauty can be found everywhere. Rather than telling CJ about what community means, she’s showing him that he’s a part of it. After an event-filled ride, they arrive at their destination. “I’m glad we came,” CJ says looking at the familiar faces in the window of the soup kitchen where they both volunteer. Wonderful descriptive writing (“The bus creaked to a stop in front of them. It sighed and sagged and the doors swung open.”) full of abundant, child-centered details propels an engaging picture book set against marvelous illustrations that have a naïve quality while reflecting the energy, vibrancy and diversity of a contemporary city. Honor Book, 2016 Charlotte Zolotow Award ©2015 Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. How does the text make us feel the sights, sounds, and smells of the city? What are some verbs and adjectives that the author uses to convey these feelings?
  2. In what ways do CJ and Nana see the world differently?
  3. How does CJ’s mood change throughout the book? How does the weather reflect CJ’s moods in the beginning and at the end of the book?

trombone shortyTrombone Shorty by Troy Andrews and Bill Taylor. Illustrated by Bryan Collier.  Abrams, 2015

Growing up in Tremé, a New Orleans neighborhood, Troy “Trombone Shorty” Andrews was surrounded by music. It was in his house as his brother played trumpet, in the streets, in the air all year long, but especially during Mardi Gras. And he loved it. Wanting to create musical “gumbo” of his own, he used homemade instruments and paraded behind his brother before he found a broken trombone. His brother gave him his nickname, and Andrews was still smaller than his trombone when Bo Diddley called him up to play on stage at the New Orleans Jazz Festival. Today the young man is a performer around the world, but he always returns to New Orleans. The musical energy and vibrancy of that city burst from every page of a dynamic picture book written by Andrews and featuring the pulsing images of Bryan Collier. A photo essay at book’s end, also by Andrews, expresses more of his appreciation for the city and people who nurtured him.  © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. How does the Tremé community shape or influence Trombone Shorty’s passion for making music on the trombone?
  2. This book talks about New Orleans gumbo as food and as music, how do the illustrations remind you of the cooking (food) and composing (music)? How are the illustrations like gumbo?
  3. What do you think “Where y’at” means? Do you know different phrases that have a similar meaning?

Find more resources for these Last Stop on Market Street and Trombone Shorty at TeachingBooks.net!

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History Comes Alive! November 2016 Intermediate (Gr 3-5)

October 20th, 2016 | Posted by etownsend in 2016-2017 | Intermediate (Grades 3-5) | November - (Comments Off on History Comes Alive! November 2016 Intermediate (Gr 3-5))

war that saved my lifeIcon_Intermediate1The War that Saved My Life by Kimberly Brubaker Bradley. Dial, 2015

Ten-year-old Ada was born with a club foot that was never fixed and her abusive, financially struggling mother has kept her isolated all her life. The evacuation of London children during World War II gives Ada and her little brother, Jamie, a chance to escape their grim life. The two end up in a small village at the home of a woman named Susan Smith. There is not necessarily anything extraordinary or unpredictable in this satisfying story in which the three become a close and loving family except for the telling itself, which reveals refreshing complexities of characters and situations. As Ada, Jamie, and Susan adjust, it becomes clear that Ada, despite many seemingly idyllic elements of her new life, feels immense anger and grief over a mother who could not love her. Susan, too, is grieving—her former housemate died the year before and though it’s never stated, it’s clear the two women were a couple. Susan is also figuring out parenting and caretaking, tasks made more difficult by the children’s abusive history and the temporary nature of the arrangement. A nearby RAF airfield, the evacuation of Dunkirk, and the bombing of London all come into play in a story that also offers honesty regarding the hard truths of war but is ultimately full of the hope that comes with kindness and connection.  © Cooperative Children’s Book Center

  1. Ada and James have quite a lot of freedom in Kent. Talk about times when you get to make your own decisions.
  2. The children find some great friends in the adults around them. Do you have any intergenerational friendships? How or why did these friendships begin?
  3. What is it about Stephen that allows him to more easily befriend people that society views as different?
  4. How did the war save Ada’s life? Do you currently see war impacting lives around you?

lilliansrighttovoteLillian’s Right to Vote: A Celebration of the Voting Rights Act of 1965 by Jonah Winter. Illustrated by Shane W. Evans. Schwartz & Wade, 2015

“A very old woman stands at the bottom of a very steep hill. It’s Voting Day, she’s an American, and by God, she is going to vote. Lillian is her name.” An informative picture book covers an expanse of history and emotion as 100-year-old Lillian ascends the hill, reflecting on African Americans and voting. Her great-great-grandparents were sold on the auction block in front of a courthouse where only white men could vote. Her great grandfather, her grandfather and uncle, her parents, and Lillian herself lived through times when the right to vote existed in theory but was denied in fact or pursued with great risk. Lillian remembers struggles and losses of the Civil Rights Movement, the march from Selma to Montgomery, and the Voting Rights Act of 1965, after which she cast her first ballot. Her ascent is a metaphor in which the struggle is tangible, palpable (“my, but that hill is steep”). Her encounter with a young man whom she asks, “Are you going to vote? … You better” is one of many powerful moments. Shane W. Evans’s layered art skillfully distinguishes present from past and is full of its own rich symbolism.  © Cooperative Children’s Book Center

  1. How do the illustrations of the current story differ from the illustrations of the past? Why do you think the illustrator chose these two different styles to represent present day actions and past memories?
  2. What are some examples of hope in the story? Show evidence from the book.
  3. How has the right to vote continued to be an uphill battle? How is this uphill battle conveyed in the illustrations and text of the book?

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Discover the Power of Music! November 2016 Middle School

October 20th, 2016 | Posted by etownsend in 2016-2017 | November | Middle School - (Comments Off on Discover the Power of Music! November 2016 Middle School)

better nate than everBooks for Middle School AgeBetter Nate Than Ever! by Tim Federle. Simon & Schuster, 2013

Nate Foster has big dreams. His whole life, he’s wanted to star in a Broadway show. (Heck, he’d settle for seeing a Broadway show.) But how is Nate supposed to make his dreams come true when he’s stuck in Jankburg, Pennsylvania, where no one (except his best pal Libby) appreciates a good show tune? With Libby’s help, Nate plans a daring overnight escape to New York. There’s an open casting call for E.T.: The Musical, and Nate knows this could be the difference between small-town blues and big-time stardom. from the publisher

  1. How does the author use imagery to create a sense of being in New York City?
  2. The author doesn’t tie up all the loose ends in this story. Why do you think the author ended the story this way? How would you finish this story?
  3. How does Nate break the rules of what is expected of boys’ identities?

Rhythm-RideRhythm Ride: A Trip Through the Motown Sound by Andrea Davis Pinkney. Roaring Brook Press,2015

From award-winning author Andrea Davis Pinkney comes the story of the music that defined a generation and a movement that changed the world.

Berry Gordy began Motown in 1959 with an $800 loan from his family. He converted the garage of a residential house into a studio and recruited teenagers from the neighborhood-like Smokey Robinson, Mary Wells, Marvin Gaye, Stevie Wonder, and Diana Ross-to sing for his new label. Meanwhile, the country was on the brink of a cultural revolution, and one of the most powerful agents of change in the following decade would be this group of young black performers from urban Detroit. From Berry Gordy and his remarkable vision to the Civil Rights movement, from the behind-the-scenes musicians, choreographers, and song writers to the most famous recording artists of the century, Andrea Davis Pinkney takes readers on a Rhythm Ride through the story of Motown. from the publisher

  1. How was the creation of Motown Records an act of promoting social justice?
  2. How did Berry Gordy’s experience at the Ford assembly line affect his work at Motown?
  3. Berry Gordy created a hits-making machine with Motown Records. What contributed to Gordy’s success?
  4. Would an “Artist Development Department” (finishing, etiquette, etc.) be successful today? Who are artists that could use this help? Which artists already know these things and would be qualified to teach it?

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Powerful, Visceral Reads! November 2016 High School

October 20th, 2016 | Posted by etownsend in 2016-2017 | November | High School - (Comments Off on Powerful, Visceral Reads! November 2016 High School)

out of darknessIcon_HighSchool1Out of Darkness by Ashley Hope Pérez. Carolrhoda Lab, 2015

A gripping work opens with the explosion of the white school in New London, Texas, in 1937. The fictional story, woven around the facts of this actual event that killed almost 300 students and teachers, examines racism, sexual abuse, religion, and the powerful pull of family. At the center is the love between two teenagers, Mexican American Naomi and African American Wash. Much of the novel is in flashback. Wash befriends Naomi and her younger half-siblings, twins Cari and Beto, after they move to town. Naomi’s white stepfather, Henry, sexually abused her years before when her mother was dying. She told no one. When it becomes clear Henry’s intent, at the suggestion of his pastor, is to marry Naomi, she is desperate to leave, but she won’t go without the twins. Wash is determined to run away with them, despite his own family’s plans for him to go to college. Then the school explodes. In the aftermath, an angry and grieving white community is looking for someone to blame, and Wash is in their sights. Vivid, complex, and nuanced in both characters and telling, this novel is also incredibly forthright, building to a brutal climax. The violence is horrifying, but to make it anything less would be to undermine telling the truth of racism and sexual violence. But there is a thread of hope in one survivor’s determination to tell the story whole.  © Cooperative Children’s Book Center

  1. Fire is a recurring theme in the book. Why do you think the author repeatedly uses fire and how does it affect the story?
  2. What role does gossip play in the story? Does it affect the outcomes of any of the characters in the end? What purpose do the chapters from the point of view of “The Gang” have?
  3. This story is based on a historical event. Why do you think most people have never heard of such a tragic event?

drowned cityDrowned City: Hurricane Katrina and New Orleans by Don Brown. Houghton Mifflin Harcourt, 2015

An informative and deeply moving chronicle of Hurricane Katrina opens as “a swirl of unremarkable wind leaves African and breezes toward the Americas. It draws energy from the warm Atlantic water and grows in size.” As he did in The Great American Dust Bowl, Don Brown offers a factual account that makes brilliant use of the graphic novel form both to provide information and to underscore the human impact and toll of a disaster. As the storm builds and unleashes its power, it wreaks havoc—on levees and on neighborhood and on people, so many people. Some of those affected wouldn’t leave the city of New Orleans; most of them couldn’t, and this becomes an integral part of his narrative: all the failures that pile up one after another. Empty Amtrak trains leaving the city before the storm when Amtrak’s offer of transport was ignored; thousands of people in misery at the convention center with FEMA seemingly oblivious to their well-documented plight; some police deserting their posts, even joining the looting. The travesties go on and on. But there is courage and compassion, too, including many who risked their lives to help others. Brown pulls no punches in a book offering a clear and critical point of view. The straightforward presentation of grim and sometimes shocking facts paired with emotionally rich images results in a work that is powerful, poignant, and sometimes haunting. There is clear documentation with an extensive list of source notes for this notable work. (MS) ©2015 Cooperative Children’s Book Center

  1. What lessons have we learned from the many failures of the response to Hurricane Katrina? Are we more prepared to help people in the event of another natural tragedy?
  2. Clearly poverty played a role in the tragedies of Katrina. How do you think things would have played out differently in a more affluent city?
  3. What were some of the stylistic choices made by Don Brown when he illustrated this book? How did choices affect your reaction or further your understanding?

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Community and Civic Engagement! November 2016 Titles!

October 17th, 2016 | Posted by etownsend in Primary (Grades K-2) | 2016-2017 | Intermediate (Grades 3-5) | November | Middle School | High School - (Comments Off on Community and Civic Engagement! November 2016 Titles!)

Our November 2016 titles make great conversation starters for civic and community engagement discussions. Coached in historical fiction, biography, and graphic novels, themes of social justice and freedom run through many of the Read On Wisconsin November books. Check them out below! Click on the title below to read the annotation for the title. Find discussion questions and other resources below or in the Resources tab above!

last-stop-on-market-street-small

 

 

 

 

 

 

 

war that saved my lifeRhythm-Ridebetter nate than ever

 

 

 

 

 

out of darknessdrowned city

 

 

 

 

 

 

 

 

 

 

 

Also, check out these great concept and nonfiction books from the Babies, Toddlers and Preschoolers this month:

moving blocks

Alphabet School

i dont like snakes

 

 

 

 

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Enter New Worlds with this Gritty Sci-Fi Story: November 2015 High School Title

October 23rd, 2015 | Posted by etownsend in November | 2015-2016 | High School - (Comments Off on Enter New Worlds with this Gritty Sci-Fi Story: November 2015 High School Title)

tin starTin Star by Cecil Castellucci. Roaring Brook Press, 2014.Icon_HighSchool

Teenager Tula Bane, beaten and left for dead aboard a space station in a remote part of galaxy, is now living in the station underguts, bartering to survive. Heckleck and Tournour, members of two different insect-like species, have both been kind to Tula, but she’s still incredibly lonely as the only human on board. Then the Imperium takes control of the station and Tula hears rumors that it’s putting political pressure on isolationist Earth to join it. It’s an effort apparently orchestrated by Brother Blue, the man who tried to kill her. The arrival of three more human teens on the station who may or may not be loyal to the Imperium gives Tula the opportunity she’s been looking for to plan revenge against Brother Blue, if she can get them to reveal information she needs. At the same time, they ease her loneliness as she delights in human contact and conversation, and even begins to fall in love. Cecil Castellucci’s satisfying work of science fiction has a complex political backstory, but it’s the wonderful characterizations and relationships that shine. Castellucci is adept at imagining how a wide variety of species whose cultural norms and habits differ relate to one another on a personal level, including how lack of cultural knowledge leads to misunderstanding. Tula’s survival has been dependent upon her ability to understand and communicate in a variety of ways. But as successful as she’s been, she’s failed to realize the most important thing: she has never been as alone as she thought. A novel that feels complete on its own leaves the door wide open for a sequel.  © Cooperative Children’s Book Center

Find resources at TeachingBooks.net.

Start some conversation with these discussion prompts:

  1. How are insider/outsider lines defined in this book and in what cases are they blurred?
  2. Where do Tula’s loyalties lie? How do her loyalties change throughout her experience on the space station? Cite examples from the text.
  3. Make a text-to-world connection relating the political figures and issues in Tin Star to historical or contemporary events.

 

Creativity and Determination in Nonfiction Reads: Nov. 2015 Middle School Titles

October 23rd, 2015 | Posted by etownsend in November | 2015-2016 | Middle School - (Comments Off on Creativity and Determination in Nonfiction Reads: Nov. 2015 Middle School Titles)

etched in clayEtched in Clay: The Life of Dave, Enslaved Potter and Books for Middle School AgePoet by Andrea Cheng. Lee & Low, 2013.

Andrea Cheng examines the life of Dave the Potter (who took the name David Drake after the Civil War ended) through a verse novel that tells his powerful, poignant story of endurance, artistry, and rebellion. Cheng’s poems reveal Dave’s hunger for words and learning and self-expression, and his pain of living in slavery. He was trained by and worked for Pottersville Stoneware in Edgefield, South Carolina, where founder Abner Landrum developed unique glazes. Dave later worked for Landrum’s brother and nephew, Lewis Miles, a kind man who nonetheless did not think to free Dave. Dave endured multiple, lifelong separations from people he loved: his first wife, Eliza; his second wife, Lydia; and Lydia’s two sons, whom he had taught to read. The poems are in the voices of these and other individual’s, all listed in a cast of characters near the beginning of the volume. Cheng incorporates some of the inscriptions Dave carved into his pots into her poems, and the novel as a whole gives a context for those words, showing them as a form of rebellion. Lovely, occasional black-and-white woodcut prints punctuate a work that includes back matter with more information on Dave and his poems and pottery in Edgefield, South Carolina. Cheng talks about her interest in Dave in an author’s note that precedes her list of sources. (MS) ©2013 Cooperative Children’s Book Center

Close reading and teacher’s guides as well as other resources available from TeachingBooks.net

Start some conversation with these discussion prompts:

  1. Why do you think the author chose to use various points of view to tell Dave’s story? What affect do the different points of view have on the reader’s understanding of the story and Dave’s life?
  2. The author also used poetry to tell Dave’s story. Why do you think the author chose this format? Did you find it effective in relaying information, developing characters, telling a story? Why or why not?
  3. How did Dave rebel against slavery while still remaining a slave? How does the author show this? What risks did Dave take in creating his art? Cite examples for the story that show why he took these risks?
  4. In what way is Dave’s story part of the story of the struggle for Civil Rights?

The Mad Potter: George E. Ohr, Eccentric Genius by Jan mad potterGreenberg and Sandra Jordan. A Neal Porter Book / Roaring Brook Press, 2013.

The folded shapes and crenellated forms created by potter George E. Ohr may not look that distinctive now, but the striking pots he shaped were like nothing else seen in the late 1800s. And they were largely unheralded at the time. But Ohr was more than the genius he knew himself to be; he was a personality and a showman in Biloxi, Mississippi, where he had his potter’s studio. But beneath all his dazzle was incredible talent: He spun out pots and pitchers and vases and vessels with twists and turns that were sometimes quirky and playful and sometimes, simply, strikingly beautiful. He experimented with glazes. And he thrived on his own eccentricity (although his family did not). Jan Greenberg and Sandra Jordan provide a lively introduction to this American artist who was all but undiscovered until the final decades of the twentieth century, long after his death. Their final chapter shows his influence on contemporary pottery, and even contemporary architecture—a museum dedicated to Ohr designed by Frank Gehry was inspired by his forms. Detailed source notes follow a primer on “How to Look at a Pot.”  © Cooperative Children’s Book Center

Lesson plans and teacher’s ideas and other resources for The Mad Potter available at TeachingBooks.net.

Start some conversation with these discussion prompts:

  1. Do you think George was unrealistic for continuing to make pottery despite the fact that no one bought it? Why?
  2. How does George’s pottery reflect his personality? Cite examples from the book.
  3. In George’s time, fairs were a place that people visited to discover and explore new ideas and inventions? What fills that role today?

Striking Stories about Family! November 2015 Intermediate Titles

October 23rd, 2015 | Posted by etownsend in Intermediate (Grades 3-5) | November | 2015-2016 - (Comments Off on Striking Stories about Family! November 2015 Intermediate Titles)

arcady's goalArcady’s Goal by Eugene Yelchin. Henry Holt, 2014.Icon for the Intermediate (Grades 3-5) readers

Young Arcady is living in an orphanage in the Soviet Union in 1950, and soccer is his answer for everything. When Ivan Ivanyvich adopts him, Arcady assumes the man must be a soccer coach. In truth, Ivan is simply a sad, lonely widower trying to fulfill a promise by adopting a child. He is patient, loving, and occasionally annoyed, but Arcady is so convinced he’s a coach that Ivan finally plays along. He forms a team, he tries to coach Arcady and the other boys, and he fails. Then comes word that the Red Army soccer team is holding tryouts, and Arcady is determined to attend. Eugene Yelchin’s novel is about a boy and a man who are learning to become a family. The disconnect between Ivan’s understanding of this and Arcady’s absolute blindness to it is both funny and tender. Arcady first calls the Ivan “Coach,” and, when he proves to be no coach, Ivan Ivanyvich. When Arcady, who is also learning that it’s safe to feel, and that love can be unconditional, finally calls him “Dad” it feels like something far sweeter than victory. Occasional black-and-white illustrations by the author offer additional moments of poignancy in a story set against the backdrop of Stalinism, with the fear under which so many lived occasionally bubbling up to the surface.  © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. Before reading: What makes a family?
  2. This story takes place in Communist Soviet Union in the 1950’s. How does this setting help explain the characters’ actions?
  3. Why does Arcady believe Ivan is a soccer coach? What makes Arcady believe this?
  4. How does the author show that Arcady is learning to trust Ivan? What causes Ivan to open up to Arcady?

Teaching guide and more from TeachingBooks.net.

Kinda Like Brothers by Coe Booth. Scholastic Press, 2014.kinda like brothers

Eleven-year-old Jarrett and twelve-year-old Kevon are thrown together when Jarrett’s mom becomes a temporary foster parent to Kevon and his two-year-old sister. Jarrett is sometimes resentful of how much time his mom spends taking care of other children, but they’re usually babies and toddlers that he genuinely likes. This is different. Kevon is cool in a way Jarrett isn’t, inviting easy admiration from other kids. In Jarrett’s mind, that makes Kevon a potential threat socially, not to mention someone with whom he has to share his room. Meanwhile Kevon resents the implication that he can’t care for his sister—a responsibility he’s used to–and worries about his mentally ill dad. He has no time for Jarrett’s jealousy. Author Coe Booth’s characters are likable, genuine, and flawed in all the ways that make us human. Adults and kids alike in her story are well-rounded and wonderfully real. The two boys’ have good hearts but their treatment of each other ranges from bright moments of generosity to indifference to cruelty. The larger community—from Jarrett’s mom and her boyfriend to teachers at school and adults at the community center–strives to make a difference in the lives of these boys and other children, preparing them for a world that is not always fair or just. But for Jarrett and Kevon to make peace with one another they must let go of anger and hurt, and acknowledge the bond that has developed between them in spite—or because—of everything.  © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. What makes Jarrett and Kevon kind of like brothers?
  2. How did the author use foreshadowing in the narrative? Cite examples.
  3. How do Jarrett’s feelings about Kevon change? At what point in the story, did you notice these changes?
  4. How would this story be different if told from Kevon’s perspective? What makes you think this?
  5. What role does community play in this story?

Discussion questions, excerpts from book and audiobook, and other resources from TeachingBooks.net.

Explore Emotions with November 2015 Primary Titles

October 23rd, 2015 | Posted by etownsend in Primary (Grades K-2) | November | 2015-2016 - (Comments Off on Explore Emotions with November 2015 Primary Titles)

bullyBully by Laura Vaccaro Seeger.  A Neal Porter BookPrimary Icon of a White-Tailed Deer/ Roaring Brook Press, 2013.

Not a bully but a bull takes center stage in Laura Vaccaro Seeger’s visually eloquent look at name-calling and insults. “Go away!” a big bull tells a smaller one, the rejection unmistakable on the small bull’s face. When the small bull is then approached by a group of animals inviting him to play, he puffs himself up and says, “No!” But he doesn’t stop there. He calls the chicken a chicken. He calls the turtle a slow poke. He calls the pig a pig. His anger intensifies each time, and even though the words at face value are generally factual (a chicken is a chicken and a pig is a pig, after all), intent is everything here. When a billy goat counters with a name of his own for the bull, everything changes. “Bully!” Suddenly the bull, which had been growing larger with each insult he hurled, deflates. Despite its seemingly obvious message, Seeger’s book is leaves plenty of space for readers of the words and pictures to observe, reflect upon, and discuss the characters’ thoughts, feelings, and actions. The spare text is comprised only of the words the animals exchange, while the bold illustrations are simple in composition but complex in terms of gesture and feeling. (MS) ©2013 Cooperative Children’s Book Center

Teaching ideas and guides, book trailer, and author interviews for Bully at TeachingBooks.net.

Start some conversation with these discussion prompts:

  1. Why do you think the bull picks on the other animals? Which animal makes the bull change?
  2. What does the bull say to insult the animals? How do these words relate to the specific animal being insulted? How are these words insulting and not insulting to the animals?
  3. Why do you think the illustrator shows the bull growing larger with each animal it teases?

Ivan: The Remarkable True Story of the Shopping Mall Gorilla byivan the remarkable true story Katherine Applegate. Illustrated by G. Brian Karas. Clarion, 2014.

“In leafy calm, in gentle arms, a gorilla’s life begins.” The baby gorilla learned as he played in the tropical forest of central Africa. He learned, too, by watching and listening to his mother and his father and other gorillas. But he didn’t learn about humans until he was captured by poachers and shipped in a crate with another baby gorilla to the United States. “A man who owned a shopping mall had ordered and paid for them, like a couple of pizzas, like a pair of shoes.” They were given names in a contest: Burma and Ivan. Then Burma died and Ivan was alone. He learned how to do things humans do—hold babies, sleep in a bed—but not the things that gorillas do. Eventually, he was too big to do anything but live a cage at the mall, with a TV, some art supplies, and a tire. After many years, people began to get angry on Ivan’s behalf. After twenty-seven years in a cage, he was finally moved, to Zoo Atlanta, a safe haven where he was released into the open air again. “In leafy calm, in gentle arms, a gorilla’s life begins again.” Katherine Applegate tells the story of the gorilla that inspired her Newbery-award-winning The One and Only Ivan in this lyrical and moving picture book tenderly illustrated by G. Brian Karas. A two-page photo essay at story’s end tells more about Ivan.  © Cooperative Children’s Book Center

Teaching guides and a dedicated website for Ivan available through TeachingBooks.net.

Start some conversation with these discussion prompts:

  1. Before reading: How would you feel if you had to live in a shopping mall?
  2. What are some differences between Ivan’s life in the jungle and in captivity?
  3. How do the author and illustrator show you how Ivan feels throughout the story?
  4. Why do you think the shopping center owner let Ivan leave? What in the text and illustrations shows you this?

Counting and More: November 2015 Babies, Toddlers and Preschoolers

October 23rd, 2015 | Posted by etownsend in Babies, Toddlers and Preschoolers | November | 2015-2016 - (Comments Off on Counting and More: November 2015 Babies, Toddlers and Preschoolers)

gastonGaston by Kelly DiPucchio.  Illustrated by ChristianIcon_PreSchool Robinson.  Atheneum, 2014.

Mrs. Poodle is the proud parent of Fi-Fi, Foo-Foo, Ooh-La-La, and Gaston. The first three are spitting images of their mother. And Gaston — well, he clearly comes from different stock. Fi-Fi, Foo-Foo, Ooh-La-La are poofy and puffy and the size of teacups, while Gaston is solid and stocky and as big as a teapot. But if being dainty and delicate and neat like their mother doesn’t come as easily to Gaston, he always “worked the hardest, practiced the longest, and smiled the biggest.” Then the family meets Rocky, Ricky, and Bruno, three stocky, solid bulldog pups, and their poofy, puffy sister, Antoinette. “It seems there’s been a terrible mistake,” says Mrs. Bulldog. And so the two puppies trade places. The problem is, “Antoinette did not like anything proper or precious or pink.” And Gaston didn’t like anything “brutish or brawny or brown.” Kelly DiPuccio’s delightful romp gets even better as the pups return to their original families, and eventually have pups of their own who are encouraged to be whatever they want to be. It’s a tongue-in-cheek look at nature versus nurture, but also an affirmation of being true to oneself.  © Cooperative Children’s Book Center

Resources from TeachingBooks.net.

Engage children with these early literacy activities:

  • Talk: Talk about manners. What are examples of good manners? “Oui” is the French word for yes. What other ways can you say “yes”?
  • Write: Draw a map of your home and label the different rooms.
  • Play: Play a matching game or game of memory.
  • STEM:Challenge your senses by comparing and contrasting different textures. Look at the illustrations in the book. How are the dogs the same and how are they different?

We All Count: A Book of Cree Numbers by Julie Flett. Native Northwest, 2014.we all count cover

Read a review by Debbie Reese from her blog, American Indians in Children’s Literature.

Check out this book trailer from the iSchool at The University of British Columbia.

Resources from TeachingBooks.net.

Engage children with these early literacy activities:

  • Read: Find other books about the animals shown in this book.
  • Talk: What languages do you speak? Who are the people in your family? Do you have cousins, aunts, uncles?
  • STEM: Point and count as your share the book. Count to 10 with your child.

Find more early literacy activities from the Youth Services Section of the Wisconsin Library Association’s 2015 Early Literacy Calendar created by Youth Services librarians across Wisconsin.

Find ROW November Titles Here!

October 19th, 2015 | Posted by etownsend in Babies, Toddlers and Preschoolers | Primary (Grades K-2) | Intermediate (Grades 3-5) | November | 2015-2016 | Middle School | High School - (Comments Off on Find ROW November Titles Here!)

Click on an image to read the CCBC annotation for the title. Check earlier posts below for discussion prompts and resources! And, Read! On Wisconsin!

we all count covergastonbully

 

 

ivan the remarkable true storyarcady's goalkinda like brothers

etched in claymad pottertin star

 

Another Inspiring Book Trailer from Jack Young Middle School!

June 10th, 2015 | Posted by etownsend in November | Middle School | 2014-2015 - (Comments Off on Another Inspiring Book Trailer from Jack Young Middle School!)

For another great middle school read — Claudia Mills’ Zero Tolerance (Farrar Straus Giroux, 2013). Thanks for the promo, JYMS!

 

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