Welcome, kind reader, to the Lida Hooe TAG Blog!
You have luckily stumbled upon a mini portal into the goings on of the TAG (Talented and Gifted) classroom run by yours truly, Ms. Y. If you are not aware already, the TAG students at Lida Hooe Elementary are some of the best, brightest, and kindest in all of Dallas, the state of Texas, the whole U.S. of A., and this little corner of the universe! We are glad you are here.
18 comments:
Hi, Ms. Y!
Mary Hoffman's story Amazing Grace would be a good book to read with kindergarten through third grade students. The books' main character is Grace, a girl who loves to become the main character of the stories that he reads or hears. When her class is putting on the play Peter Pan, Grace wants to play the part of Peter, but students in her class tell her she can't because she is black and she's a girl. At home, her mom and grandma tell her she can do anything she wants. Her grandma takes her to the ballet to see a young black dancer play the part of Juliet in Romeo and Juliet. When Grace tries out for the part of Peter, everyone thinks she is perfect. I think this would be an excellent story to explore with my students to show the creativity that Grace expressed when she took on the characters of different stories and acted them out as well as how she overcame adversity of others telling her she couldn't do something.
We could discuss books students have read that they would enjoy acting out. We would focus on what Grace was told she couldn't do (that she couldn't be Peter Pan) and why (because she was a girl and she was black). We would talk about what it means when someone tells you that you can't do something and discuss the difference between "you can't do it because you're a girl/black/etc" and "you shouldn't do it because it will hurt you." I would ask my students if they had ever been told they couldn't do something for some reason. Students would be encouraged to share their experiences and what they did - did they give up and not try or did they try anyway. Students will be asked to choose their favorite book or story and find a way to tell that story to the class. They can act it out, draw a picture; they can share the story in any way they choose.
ME.
Walter the Farting Dog is a children’s book written by William Kotzwinkle and Glenn Murray. It was on the New York Times bestseller list, with over one million copies sold. The intended audience of the book could range from infants to the elderly, anyone who relishes in the offbeat humor of flatulence. I chose this book because all of my students love to laugh about “gas.” To summarize Walter the Farting Dog, we start with a pound mutt who is adopted by a family who is unaware of his problem. They bathe him, change his diet, and ultimately warn him to stop “gassing” or he will be sent back to the pound. While Walter is wallowing in self-pity, his house becomes burglarized and Walter saves the day by “letting go” of the most awful fart known the man. Thus, leading Walter to become a hero to his family and keeping his new home.
There are several ways to incorporate Walter’s gas in the Science curriculum. You could ask about the different types of solids, liquids, gases and where Walter’s flatulence is categorized. There are numerous vocabulary opportunities throughout the story along with figurative language. I could have the students change the main character of Walter to a female animal, and develop ideas of how a female would be treated verses a male. We could change the ending to Walter not becoming the hero, but becoming an accomplice to the burglars and runs-off to a life of crime. We could play “top that” with guiding questions about Walter and his transformation from becoming an unwanted dog to a family hero. TWD/SPED
"Miss Nelson is Missing!" by Harry Allard fits in with this week's theme, being that it is National Teacher Appreciation Week. In Pk-C, I, Mr. Del Toro, I chose to read this book at the beginning of the school year, coming back from the long breaks, and now that we get close to the end of the school year because it is when discipline issues mainly occur. This is a great way to make students conscious about their behaviors and how they would imagine to be affected, even though Viola Swamp obviouslly won't show up. This book is about a class that misbehaves during reading and other lessons, they disrespect the teacher and act up all the time. The teacher decides to dress up as a mean substitute teacher by the name of Viola Swamp, and is very hard on them leaving them tons of homework and classwork. She is very strict and omits recess and fun activities. By the time Miss Nelson comes back they are well behaved because they missed her while she was "missing".
The students may write about what experiences they have been through to maybe make a teacher upset or identify discipline problems that they have caused in the past. They later can predict how it would be different if they had a more strict teacher or a substitute that does not tolerate bad behavior. Furthermore the students can act out this story in a play as an extension activity. I would foster discussion among the students by asking what Miss Nelson could have done differently to control her class in leue of dressing up as Viola Swamp and also ask how this would have changed the ending to the story?
Finally, as an extension, at a PTA night the students can do a play for the parents with both versions, their own version and the original version.
---Thank you, Mr. Del Toro, Pk-C Teacher, Lida Hooe Elem.
The Story of the Thousand Paper Cranes by Eleanor Coerr
This story is about a young Japanese girl named Sadoko Sasako. When she was 2 years old, the atomic bomb was dropped on Hiroshima near her home. When she was 12 years old, she was diagnosed with leukemia (the Atom Bomb disease). While in the Hiroshima Red Cross Hospital, she started to try to make 1000 origami cranes. It is a Japanese legend that if you make 1000 cranes you will be granted your wish. She died at the age of 12 but her classmates raised money to have a statue made in her honor in Hiroshima Peace Park.
There are many versions of this story. If you cannot find a book then just do a web search to find information. Some say she only completed 644 and others say she did make 1000 cranes. It doesn’t matter which you believe because the point is that she wished for world peace and for no kids die from war.
Extension 3rd-th grade activities: More research on WWII, making 1000 origami cranes and hanging them in hallway, retelling story on PhotoStory or MovieMaker, celebrated this during Asian Month.
http://en.wikipedia.org/wiki/Sadako_Sasaki
http://en.wikipedia.org/wiki/Sadako_and_the_Thousand_Paper_Cranes
There is a short book by Mary Reid called Beatrix Potter. It is an easy to read version of the English illustrator's biography. In 10 pages, the reader gets a glimpse of Potters' gifted attributes. Since childhood, she drew things that she saw in nature. her illustrations were so detailed that were used in research papers. But her talent was not only drawing. She also had the ability to create engaging stories about the animals she drew. She had an unusual interest in all kinds of animals and their way of life. With the money from her books, she bought land and created a National Park in England.
Almost every child enjoys drawing. After reading this book, the students might want to research more about an animal of their interest, to create their own story. Other students might be interested in learning more about Potter's life and illustrations. They might be even interested in learning about Potter's estate in England. To foster students' discussions, the teacher might ask why children enjoy so much Potter's books, or why do they think she bought so much land in England. As an extension, the students might choose one of Potter's characters and create their own story. They can also write an essay about the projects they would finance or build if they were recognized authors or illustrators and who would benefit from them.
B. McAfee
“Martin’s Big Words” is a beautifully written and illustrated book about the life of one of history’s greatest leaders and speakers, Dr. Martin Luther King, Jr. The author of the book is Doreen Rappaport and the illustrator is Bryan Collier. This book won the Best Illustrated Children’s Book award by the New York Times in 2001. This particular book also lends itself well to a K-3 audience because the words are simple and easy to understand. I chose to review this book because it tells the story of a gifted leader and speaker who taught people to fight back with nonviolence instead of violence. It tells the story of how Dr. King suffered from segregation in the Deep South, and eventually grew into a key player in ending racial segregation. For ten years, Martin led nonviolent protests in order to end segregation. People threatened to kill him and his family. His house was bombed, and his brother’s house was bombed. He still refused to stop fighting for what he believed in. His hard work paid off when The Civil Rights Act was finally passed on July 2, 1964. Sadly, nearly four years later, Dr. King was assassinated in April 1968. Our society, however, still reaps the fruits of his words and works even today.
All too often, we look forward to certain holidays as being a vacation day without knowing the significance of the holiday. Martin Luther King Day is one of those holidays whose significance should be discussed with our students. After reading “Martin’s Big Words”, ask students to try to imagine what our society would be like today if Dr. King had not fought for desegregation. Engage students in accountable talk by posing such questions as, “Do you think that there would still be segregation amongst blacks and whites?”, “Do you think that segregation now would affect other races besides blacks and whites?”, “How would our personal lives possibly be different if segregation still existed?” You could also ask students questions such as, “Have you ever been treated differently or been left out because you were different from others?”, “How did it make you feel?”, “What supposedly made you different from others?” Point out to students that skin color is not the only thing that can segregate people. Ask students if they can think of other factors that can lead to segregation. Examples could include age or social status. Students could also create a timeline of Dr. King’s life as a great extension activity.
When I Grow Up
By “Weird “Al Yankovic
My story begins on Thursday at noon in Mrs. Krupp’s classroom, where it is show-and-tell time. This week’s topic is, “what am I going to be when I grow up.” Ambitious and gifted student Billy waves his hand in the air, as he has so much to share with the class. Mrs. Krupp picks Billy to go first, thinking he would keep his future career plans brief, but as we find out, Billy has many, many, many, many plans for his future. He begins by telling his “esteemed colleagues” that he will be the world’s finest chef, preparing “shrimp-flavored lollipops” and “Twinkies au Gratin.” Thinking Billy is wrapping up, Mrs. Krupp asks for the next person to go; however, Billy is just getting started. He continues by explaining his plans to become a snail trainer, giraffe milker, gorilla masseuse, smelly pit-sniffing deodorant tester among other things. Mrs. Krupp stresses that Billy needs to make up his mind and pick his ONE career choice. Billy explains that his great grandfather, who just turned one hundred three, has been a butcher, telephone psychic, bellman…and still does not know what he wants to be. Eventually, over lunch, Billy continues thinking about his future, and finally considers becoming a great teacher, like his dear Mrs. Krupp.
This is versatile book that could be used for PK-5. The book is written in couplet form, so lessons on rhyming and poetry could be introduced by this book. After reading, a class discussion could be had about what each student would like to do in the future. Perhaps guest speakers (parents) could come in and talk about their careers. Students could write a letter to someone in the career field that they might consider and, hopefully, get a response letter. Students could even brainstorm careers that do not even exist yet, that the world needs or may soon need.
Mr. Stark
Anonymous said. ....
Sylvester and the Magic Pebble is written and Illustrated by Willliam Steig. It won him the Caldecott Medal in 1970. Sylvester
and the Magic Pepple tells the tale of a Donkey from the fictional communtiy of Oatsdale, Sylvester who collects pebbles " of unusual shapes and color. One day he happens to come across a pebble that will grant hime wishes. Immediately afterward, a lion scares Sylvester, and as a defense he wishes himself into a rock, the only thing he could think of at that momement. Unfortunatley, the magic pebble falls off the rock, ans Sylvester is unable to revert back to his donkey form as a pebble must be in contact with the wisher to work. The rest of the story deals with the resulting aftermath: Sylvester's persoanl attempts to change back to his trued self and his parents search for their only son.
There are several ways to incorporate this book in your classroom. One way would be to incorporate writing. Talk about how to write a story. i.e Once upon a time there was a wolf named Sylvester. He had a friend that was a lion. The lion was scared of the shiny, red pebble he has found on Acorn Road. The dogs were seraching and howling all night long. Sylvester wishes his friend was not afraid. Give the students lines paper with Donkeys on it. Have them write a story using the above words. If they don't use all the words it is ok.
You can also do Cause and Effect with this story.
TAH
Munro Leaf's "The Story of Ferdinand" is one of my favorite children's books ideal for K-2 levels. I read it to my first graders and they always love to listen to this story. I chose this book because the main character is not like everyone else. He is who he is and doesn't change or care about being different. Ferdinand is a bull. Despite his size and the history that bulls are mean and ferocious animals, this bull is not like the others. Instead of doing all the things bulls do, he simply sits and smells the flowers.
Themes and topics that arise as part of our week long book study are being different, bullying, acceptance, friendship, stereotypes, likes/ dislikes, bull fighting, traditions/ customs, character traits, and being of good character to name a few. Other book discussions and topics with this book are explored through thinking maps or language to literacy charts are comparing/ contrasting, problem/ solution, cause/ effect, writing letters, persuasion and adjectives. Guiding questions used to foster discussions are “If you were Ferdinad, what would you tell your mother/ bull fighters?”, “What would you tell the other bulls your age?”, “What was the problem/ solution?”, “Have you ever been in a situation where you felt different/ outcast?”, “What would you tell Ferdinad about his likes?”, “Does he remind you of another character?”, and “What are some effects observed because of Ferdinand’s favorite pass time?” Some extensions I use are “Write a letter to Ferdinand/ bullfighters/ mother bull”, and “Describe Ferdinand to the bull fighter or someone else”, “Write a letter to persuade the five men to not take Ferdinand to the bull fight.” They could also act out the story, discussion in favor/ against bull fighting, write or discuss what makes them different from others, connections with other books that are of similar topic/ theme. We also talk about the location of the story (Spain) and find it on the map and learn about other traditions in that country.
L.Covarrubias-1st Grade
The book I chose is Sylvester and the Magic Pebble by William Steig. I think this book is great for kids in grades 1-5. I have read this book to my own children many times. It has inspired a lot of conversations in class and at home. The book is about a young donkey who collects rocks, he finds "quite an extraordinary one" and finds out it has magic. When he wishes for things they happen. He soon finds out that having all the things you wish for is not always the best thing.
When reading this book, students right away start making connections with this character, like; things they would wish for if they found a magic pebble, how they would react if they were in trouble(calm and collected or would they panic like Sylvester), Real life ubductions conversations arise when they read the part about the Sylvester's parents going everywhere looking for him. Guiding ?'s might be, how do you think your parents might feel if you didn't come home? What should Sylvester have wished for instead of becoming a rock? Some Ideas for extension activities might be the use of similies and metaphors, synonyms and antonyms, cause and effect, physical changes in the environment(seasons), calculation of elapsed time in the story.
There's a Boy in the Girls' Bathroom by Louis Sachar is a book I have always enjoyed reading to my students. I have taught 4th Grade forever so 4th graders are my intended audience. This story evokes strong emotion in the reader. Some parts make you laugh outloud, while others are so touching you want to cry. Every year when I read the last 4 or 5 chapters, I have trouble reading without crying. There’s a Boy in the Girls’ Bathroom is about a boy, Bradley Chalkers with serious behavior and school issues. He has no friends except his toy animal friends at home. Everyone hates him, and he hates everyone. He spends his time in class cutting paper into little squares, never listening. A counselor comes to his school and changes his life. She likes him as a person so he learns to like himself.
When reading this book, students might discuss topics such as how all of us can improve in anything if we set our mind to it and use the support we do have in school, starting with me, the teacher. Some guiding questions to discuss the book would be; what are some things that you could do to help a classmate who is struggling?, how do you feel when you don’t understand something?, create a list of things to do when we feel lost in class? Some extension activities to consider for this book would be to talk about Character analysis: Bradley changes through the book from an unhappy misfit to a happy boy with lots of friends who is successful in school. Inference: Bradley is reading a book for a book report. The book is about a boy whose parents are accused of stealing an elephant from the circus. My students infer from the clues in the story whether they did steal the elephant or not. Writing: Students can write a personal narrative about someone who has made a significant difference in their life. Vocabulary development: There are a lot of good, high level vocabulary words throughout the story.
--R.Wells
The title of my book is Hatchet by Gary Paulsen. It is a Newberry Honor Book. I enjoy reading this to my 4th grade students, because it gives them a chance to use their creative strengths when they identify with the situation Bryan the main character, is placed in, when he is forced to survive alone after a plane crash. Also the students identify with divorce in the family.
The main topics that arise in this book are survival and how to deal with divorce, being positive in negative situations. Some guiding questions to discuss for this book would be; What would you do if you were stranded and alone?, How would you handle a secret that you feel should be told?, Do you think you would remember anything you have learned in Science and Soc. Studies about survival tactics? Some extension activities that I have done with my students are writing about a time you were alone and had to take care of yourself. Comparing the book to previous ones we have read and discussing the likes and dislikes of each. We’ve created paper characters and added their traits and what caused them to develop these traits.
--L.Wilder
The Recess Queen by Alexis O’Neill and Laura Hulisk-Beith is a picture book intended for readers in preschool through grade three but I used it this year with my class. The Recess Queen is an interesting story about a bully and a small new kid. . All of the school children are afraid of Mean Jean and no one wants to play with or be around her. That is, until the new girl comes to school. Katie Sue is a small girl with a big smile and lots of courage. Told in a fun poetic form, "she'd push em and smoosh em, lollapaloosh em." It looks at the reason she bullies and one new girl's actions that change that. I loved the illustrations - so fun and go perfect with the fun text. It takes the issue of bullying and presents a possible solution for young children in a really fun way!
You could use this in the classroom and create your own rhyming class book on dealing with the bossy bullies. This is also a great book for discussions on teasing and bullying which is a topic much needed in my classroom this year. The students have an opportunity to discuss what really defines a bully. I also think that a teacher could use the book to discuss Mean Jean’s feelings and why she acts the way she does. I think this book demonstrates a great lesson in positive attitude and not judging a book by its cover.
AE
Leo the Late Bloomer
Book by Robert Kraus, illustrated by Jose Aruego
Grade Level: Pre-K-2
I selected this book because it is one of so many favorite books that I read to my students every year. The book is about a tiger named Leo. Leo is behind his friends in eating neatly, reading, drawing, writing and speaking. Leo’s father is concerned and Leo’s mother explains to him that Leo is simply a late bloomer. Far along, in his own time, Leo “blooms” pleasing his impatient father and patient mother as well as himself.
The book is a good resource to help students understand that not everyone learns and matures at the same time. The book may well be used to study family relationships, to learn about growing up and to understand the importance of self-esteem. It may also be used to encourage children to describe their family members. A few of the questions to ask are as follow; What kinds of things would you like your parents and siblings to say when you learn something new? How would you like to celebrate a new skill or ability? What things do your family members do that you are most proud of?
Ms. C.
(Feedback from fc)
Mrs. V & Mrs. C,
I love your ideas for Leo the late Bloomer! I agree that this book could help build students’ self-esteem. Yes, students are not all at the same level and each have their own strengths. This is a great example for my students to view life as a continuous learning experience. Whether you are in TAG or not, there is always room for GROWTH!!
d.p.
The children’s book The Little Mouse, The Red Ripe Strawberry, and THE BIG HUNGRY BEAR was written by Don and Audrey Wood. The book was illustrated by Don Wood and published by Child’s Play (International) Ltd. The intended grade level is Pre-K through first grade. However, in my opinion, this delightful children’s book can be read by people of all ages. The red ripe strawberry and the little mouse on the cover attracted by attention and piqued my curiosity about the big hungry bear. The illustrations are expressive and full of emotions which immediately drew me into the book. The mouse’s gesture of “shhhh” indicates she is about to take the strawberry. However, the little mouse becomes frighten and she must creatively think of ideas to protect her meal from the big hungry bear.
After reading this book, themes to be discussed can be sharing and emotions. The illustrations clearly show the little mouse’s feeling and the lengths she takes to protect her find. The solution the little mouse takes is to share the strawberry. Questions that can be posed are having student’s think of situations were they had to share. Then, discussed how they felt when they did not want to share. This story can be extended by discussing predictions. What would happen if the bear took the strawberry? How will the mouse feel? Have the students be the illustrator and draw what the mouse’s reaction would be? If the bear took the strawberry, what will the mouse do? Another extend activity would be to discuss the life of bears and mice. Do bears really like strawberries? Do mice really eat strawberries?
Mrs. R.S.
The book I would like to present is Christopher Paul Curtis' "Bud, Not Buddy." Bud Caldwell's mother died when he was six years old, leaving him with nothing but a cardboard suitcase filled with memories and a possible hint of who his father may be. Now, ten years old and on the run, Bud lives among the homeless in Flint, Michigan, until he decides to walk to Grand Rapids in search of his father. Helped by a few kind people along the way, Bud eventually locates Herman E. Calloway, a famous musician who denies Bud's claim that he is his father. Finally, the contents of Bud's suitcase provide the clues necessary to prove that Calloway is indeed related to Bud, but not in the way that Bud expects.
Thematic Connections
Family and Relationships
Ask the class to discuss Bud's relationship with his mother. What are some of his special memories of her? Why did his mother never tell him about his grandfather? Why do you think Bud's mother left home? Changed her last name? If Bud's mother was so unhappy, why did she keep the flyers about her dad's band?
Why is Bud so convinced that Herman Calloway is his father? Discuss whether Bud is disappointed to learn that Calloway is not his father but his grandfather. What type of relationship do you think Bud will have with his grandfather? How is Calloway's Band like a family? What is Miss Thomas's role in Bud's new family?
Survival
Bud has been without a family since age six. What type of survival skills does Bud learn at the Home? Make a list of "Bud Caldwell's Rules and Things for Having a Funner Life and Making a Better Liar Out of Yourself." How does Bud use these rules to survive difficult situations? Have the class discuss whether Bud will continue using these rules now that he has found a family.
Hope
Ask the class to discuss how the flyers in Bud's suitcase give him hope. Bud's mother once told him, "When one door closes, don't worry, because another door opens." (p. 43) How does this statement give Bud the hope he needs to continue his search for his father? Discuss the moments in the story when a door closes for Bud. At what point does the door open? Cite evidence in the novel that Herman Calloway had hope that his daughter might return.
Racism
Engage the class in a discussion about the different types of racism. Bud encounters racism throughout his journey. Ask students to explain Mrs. Amos's statement: "I do not have time to put up with the foolishness of those members of our race who do not want to be uplifted." (p. 15) How does this statement indicate that Mrs. Amos feels superior to Bud and other members of her race? Why does she think that Bud does not want to be uplifted?
Bud meets many homeless people at Hooverville. What evidence is there that racism prevails among them? How does racism affect Herman E. Calloway's band? Eddie tells Bud, "Mr. C. has always got a white fella in the band, for practical reasons." (p. 205) Discuss what the "practical reasons" might be. How does this reflect the times? Would Mr. Calloway's reasons be valid today?
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