2017 towner award nominee - washington library association 2017 text sets combined... · text...

Author: Charles R. Smith Jr. Illustrator: Shane W. Evans Publisher: Roaring Brook Press Copyright: 2015 # of pages: unnumbered AR 6.6

Each day features a different influen-tial figure in African-American history, from Crispus Attucks, the first man shot in the Boston Massacre, sparking the Revolutionary War, to Madame C. J. Walker, who after years of adversity became the wealthiest black woman in the country, as well as one of the wealthiest black Americans, to Barack Obama, the country's first African-American president. With powerful illustrations by Shane Evans, this is a completely unique look at the importance and influence of Af-rican Americans on the history of this country.

Curriculum Connections: Social Studies, Biographies, Black History Month in February Best lends itself for instruction of: close reading, American History for grades 2-8

Text Features: Headings/Subheadings, bold/italicized words, easy-to-find dates, Poems, Narrative facts

Common Core Primary: CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, draw-ing on a wide reading of a range of text types. CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text. CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Intermediate: CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Towner Award Nominee—28 Days 2017—pg 1

2017 Towner Award Nominee

http://www.corestandards.org/ELA-Literacy/RL/2/4/


Lesson Ideas Text Set Options

Primary:

Ahead of time, record various teachers reading the 28 days’ events. Compile each day of videos into an email, send school wide, and teachers can show a video each day to their class during the month of February. This gives students the chance to see and hear the book and events each day of February and also familiarize themselves with various staff members at the school. Make a Venn Diagram and compare the lives of two of the people in the book. How were their contributions the same and different? On a map find where each of these people lived and where they made an impact on history. Create a time-line of contributions that these people provided or of their lives. Add world events to the time-line.

Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. Doreen Rappaport Hyperion 2001 AR 3.4 Sweet Clara and the Freedom Quilt Deborah Hopkin-son Knopf 1993 AR 3.8 Something Beautiful Sharon Dennis Wy-eth Bantam Doubleday Dell 1998 AR 2.5 Amazing Grace Mary Hoffman Dial/Delacorte 1991 AR 3.5

Henry’s Freedom Box: a true story from the Underground Railroad Ellen Levine Scholastic Press 2007 AR 3.0

Intermediate:

Have students do additional biography research on one of the characters in the book. Make a timeline with the life of each of the 28 individuals in the book. Place other world events on the timeline. Research Brown vs. Board of Education. Compare dates with when these 28 lived.. What

did the ruling mean? How does it impact schools today?

Make a Venn Diagram comparing the civil rights movement of the black population with

that of Hispanic population.

Play a “Do I Have the Right?” game: Make a list of things students may not know are

rights/not rights (i.e. right to play my music as loud as I want, etc.). Guide students in

researching if they are rights or not.

My Country ‘Tis of Thee: how one song reveals the history of civil rights Claire Rudolf Murphy Henry Holt & Co. 2014 AR 5.5 Rosa Nikki Giovanni Henry Holt & Co. 2005 AR 4.9 I Have a Dream Martin Luther King, Jr./Kadir Nelson Schwartz & Wade Books 2012 AR 4.7 One Crazy Summer Rita Williams-Garcia Amistad 2010 AR 4.6 Through My Eyes Ruby Bridges Scholastic 1999 AR 5.9

Towner Award Nominee Book 2017

Towner Award Nominee—28 Days 2017 pg 2

Author: Nassar, Daniel and Blasco, Julio Antonio Illustrator: Blasco, Julio An-tonio Publisher: Laurence King Copyright: 2015 # of pages: 32 AR level: Not AR

Curriculum Connections: Animal Habitats: Builders, biomes, life cycles, animal adaptations, building design Best lends itself for instruction of: Close reading, finding information, compare/contrast, using text features and pictures to understand content

An exploration of how ani-mals build their homes and the amazing structures some of them make. Each animal included has its own “architect” style layout with information, diagrams and an architectural drawing.

Text Features: Table of Contents ,Subheadings, Quick Facts, Diagrams

Common Core Primary: CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate under-standing of key details in a text. CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Intermediate: CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing infer-ences from the text. CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text rele-vant to a grade 4 topic or subject area. CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).


Towner Award Nominee—Animal Architects 2017—pg 1

http://www.corestandards.org/ELA-Literacy/RI/2/1/







Primary:

Make a list of the various things that homes provide (safety, shelter, warmth, etc.). Make a list of the types of homes that the students can come up with. Become a naturalist: students create an observational notebook of animals in their yards or at a park. As a class, create a chart of animal homes sightings. As an introduction to animal adaptations, guide students in identifying how each animal shows a different adaptive feature. Make a chart comparing habitats: desert, tropical forest, ocean, etc. Have students decide why animals live in their habitat and would not live comfortably in a different habitat (Why would a polar bear not live comfortably in the desert or ocean?) Give students a box of animal crackers and a picture of different types of habitats.

Have students sort the animals into their habitat. Have them compare and discuss

the differences.

Mama Built a Little Nest Jennifer Ward Beach Lane Books 2014 AR 4.3 Animals at Home David Lock DK Readers 2007 AR 2.8 Animal Homes Judy Allen Kingfisher 2013 Not AR Animals Building Homes Wendy Perkins Capstone 2004 AR 3.3 Video: National Geographic, Wild about Animals: Animal Builders Crazy Like a Fox: A Simile Story Loreen Leedy Holiday House 2008 AR 2.8

Intermediate:

Ask students to watch either of the videos noted to the right and try to sketch some of the homes they see. Create a chart comparing and contrasting each kind of home. Start a research unit letting pairs of students explore an animal for a project. Collect leaves, sticks, textured paper, etc. Have students invent an animal and the shelter they would live in. Make a collage showing their animal and the shelter it lives in. Create a model of a home for one of the animals in the book using natural materi-als. Have students write a poem using one of the poems from Good Mousekeeping: and other animal homes poems as a template.

Videos: Animal Homes, PBS Awesome Animal Builders Really Wild Animals, National Geographic 1996-1997 Animal Architecture Ingo Arndt Candlewick 2013 Not AR Animal Homes Angela Wilkes Kingfisher 2014 AR 4.2 Animal Homes Saranne Taylor Kingfisher Discover Science 2012 AR 5.3 Good Mousekeeping: and other animal home poems Patrick J. Lewis Simon & Schuster, Inc. 2001 AR 4.1


Towner Award Nominee—Animal Architects 2017—pg 2

Author: Jessica Dee Humphreys & Michel Chikwanine Illustrator: Claudia Davila Publisher: Kids Can Press Copyright: 2015 # of pages: 47 pages AR level: 4.4 Lexile: 680 # of pages:

Curriculum Connections: Global awareness, war, conflict and change, immigration & refugees, autobiography, cultural (local and global) , community. Could spark discussions on children’s

Michel Chikwanine was kidnapped by Con-

golese guerrillas when he was only five

years old. He and his friends were playing

soccer after school when the soldiers

came. He experienced some horrific things,

“Every day was hard and terrible, filled

with fear, torture and death.” While

Michel eventually escaped, his struggles

were not over. The graphic novel format

captures interest, and a careful choice of

panels makes this story accessible to chil-

dren. Panels evoke strong feelings ,rather

than graphic details, but should be used

with reservations for younger students.

Text Features:

Contains back matter with further information about Michel, as

well as facts about child soldiers. There are suggestions for

ways children can help. Lists primary sources for further

research.

Common Core Standards Primary—This book may not be appropriate for most 2nd and 3rd grade classrooms. Publisher gave ages

as 10-14: CCSS.RL.2.3: Describe how characters in a story respond to major events and challenges. CCSS.RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CCSS.RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contrib-ute to the sequence of events . CCSS.RL.3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Intermediate: CCSS.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). CCSS.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.RL.5.1:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


Towner Award Nominee—Child Soldier 2017—pg 1


Primary:

This book may not be appropriate for most 2nd and 3rd grade classrooms. Pub-

lisher gave ages as 10-14.

Present and guide discussion on United Nations Convention on the Rights of the Child. A child-friendly version is at the website: http://w w w.unicef.ca/sites/default/files/imce_uploads/UTILIT Y%20NAV/TEACHERS/DOCS/GC/CRCPosterEN_FA.pdf

Hand out the cards for Rights vs. Needs vs. Want cutouts. The cards and complete

lesson is available from the publisher at:

http://www.kidscanpress.com/sites/default/files/products/assets/ChildSoldier_2427_teaching_1.pdf

Read books from text set and talk about ways to help immigrants and refugees feel safe and adjust to new surroundings. Have students draw a picture and write a caption of

ways they could help a new student.

As a class, create a chart showing what would be different in a new land (i.e. language, climate, housing, etc.).

Azzi in Between, Sarah Garland (another graphic novel) Frances Lincoln Children's 2012 Not AR Brothers in Hope: The Story of the Lost Boys of Sudan, Mary Williams, R. Gregory Christie Lee & Low Books 2005 AR 4.7 The Colour of Home, Mary Hoffman Phyllis Fogelman Books 2012 AR 3.6 Four Feet, Two Sandals K.L. Williams Eerdmans Books 2016 AR 3.2 Muktar and the Camels Janet Graber Henry Holt and Co. 2009 AR 3.3 Two White Rabbits Jairo Buitrago Groundwood Books 2015 AR 1.9

Interview with Michel Chikwanine – https://www.youtube.com/watch?v=xB9IS7tQRFM

Intermediate:

Diary — use the text set books, and Child Soldier, have the students write a diary of “one week” in the life of… Let them choose a time frame or sequence. Extend the Right vs Needs vs Want activity from above. Include asking them to make a list of items they would want to grab if they had to leave home suddenly. This could be from a weather related disaster, as well as the type of violence immi-grants and refugees suffer. In groups have students list what would be “hardest” in a move to a new country or locale, Add a second list of what they might do to make this easier for a person new to their school. Link to lesson plans for older students http://www.socialstudies.com/pdf/ZP862TG.pdf

The Arrival Shaun Tan (graphic novel) Arthur A. Levine Books 2007 Not AR Gervelie’s Journey Anthony Robinson & Annemarie Young (part of A Refugee Diary series) France Lincoln 2008 AR 3,8 I Have a Right to be a Child, Alain Serres Groundwood Books 2012 Not AR Kids of Kabul: Living Bravely Through a Never-Ending War Deborah Ellis Groundwood Books 2012 AR 5.5 The Red Pencil Andrea Davis Pinkney Brown Books for Young Readers 2015 AR 4.2


Towner Award Nominee—Child Soldier 2017—pg 2

http://www.kidscanpress.com/sites/default/files/products/assets/ChildSoldier_2427_teaching_1.pdf

https://www.youtube.com/watch?v=xB9IS7tQRFM

https://www.youtube.com/watch?v=xB9IS7tQRFM

Author: Matthew Burgess

Illustrator: Kris Di Giacomo

Brooklyn, NY: Enchanted Lion Books

53 pages

AR 5.2 Lexile: 970

Curriculum Connections: poetry, art, literary ele-

ments, language, self-esteem, creative writing

Best lends itself for instruction of: Excellent for close

reading and building band 3-4 complex vocabulary

Text Features:

poems by ee cummings, Author’s Note,

time-line, variety of fonts and print sizes

Here E.E.'s life is presented in a way that will make children curious about him and will lead them to play with words and ask plenty of questions as well. Lively and in-formative, the book also presents some of Cummings's most wonderful poems, inte-grating them seamlessly into the story to give the reader the music of his voice and a spirited, sensitive introduction to his poetry.

In keeping with the epigraph of the book --

"It takes courage to grow up and become

who you really are," Matthew Burgess's

narrative emphasizes the bravery it takes

to follow one's own vision and the encour-

agement E.E. received to do just that.

Common Core Primary: CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Intermediate: CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, includ-ing visually, quantitatively, and orally. CCSS.ELA-Literacy.L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).


Towner Award Nominee—Enormous Smallness 2017—pg 1




http://www.corestandards.org/ELA-Literacy/SL/1/4/




http://www.corestandards.org/ELA-Literacy/L/4/5/c/


Primary:

Create a poetry journal. Add poems in a variety of formats into the journal. Have students illustrate each poem.

Learn about various types of poetry: found, concrete, haiku, rhyming, acrostic, etc. Compare and contrast a variety of poetry.

Use GLAD chants in classroom to teach concepts: http://www.psd1.org/Page/253 http://swcontent.spokaneschools.org/page/2615

Poetry Balloons: String a clothesline with a balloons for each student. Inside the balloons put a poem . Students pop the balloon and put their poem in their writing journal, illustrating it.

EE Cummings loved elephants. Make a list of things students know about elephants and why he may have loved them.

I Carry Your Heart With Me EE Cummings Cameron & Company 2014 Not AR RL 2-6 yr Random House Book of Poetry for Children Random House 1983 AR 2.2 When I Heard the Learn’d Astronomer Walt Whitman Simon & Schuster Books for Young Readers 2004 AR 2.4 Elephants Laura Marsh National Geographic 2010 AR 4.1

Intermediate:

Read a variety of styles of poetry. Compare and contrast them. Discuss how the voice effects the way the poem sounds and feels. Read the story Love That Dog with class. Compare the original poem with the poem that the main character in the story writes. Have students write their own poems. Research famous poets. Compare and contrast their lives and their poetry. Have students write their own chants or poems for the subjects you are studying. Watch: https://www.youtube.com/watch?v=NA836Ax7scw EE Cummings Balloonman—In Just Spring Provide a hard copy of the poem. Discuss what students noticed and think about the poem. Students may illustrate the poem. Read a biography about a famous person. Write a poem about that person and how they made a difference.

Papa Is A Poet: a story about Robert Frost Natalie Bober Henry Holt & Company 2013 AR 4.8 Woody Guthrie: poet of the people Bonnie Christensen Dragonfly Books 2009 AR 5.5 Jazz Age Poet: a story about Langston Hughes Veda Boyd Jones Millbrook Press 2006 AR 5.6 Poetry for Young People: Langston Hughes Sterling Children’s Books 2013 RL 4.9 Poetry for Young People: Emily Dickinson Sterling Children’s Books 2008 RL 4.5 Love That Dog Sharon Creech Harper Trophy 2001 AR 4.5


Towner Award Nominee—Enormous Smallness 2017—pg 2

Author: Duncan Tonatiuh Illustrator: Duncan Tonatiuh Publisher: Abrams Copyright: 2015 # of pages: 40 pages AR level: NA Lexile: NA Grade Level: 1-5

Curriculum Connections: Cultural awareness, Mexican history,

holiday celebrations around the world

Best lends itself to the instruction of: Close reading for the 4-

5 grade level band

Funny Bones tells the story of

how the Calaveras— skeletons

performing various everyday or

festive activities—originated.

They are the creation of Mexi-

can artist José Guadalupe Po-

sada. They have become syn-

onymous with Mexico’s Día de

los Muertos (Day of the Dead)

festival. Author Duncan Tonati-

uh brings to light the remarka-

ble life and work of a man

whose art is beloved by many

but whose name has remained

in obscurity.

Text Features:

Author’s Note, Bibliography, Glossary, and Index.

Common Core Standards Primary: CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and pro-vide some sense of closure.

Intermediate: CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text rele-vant to a grade 4 topic or subject area. CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. CCSS.ELA-Literacy.SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that con-tribute to the discussion and link to the remarks of others. CCSS.ELA-Literacy.SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.


Towner Award Nominee—Funny Bones 2017—pg 1



Primary:

Intermediate:

The Day of the Dead/El Dia de Los Muertos Bob Barner Holiday House 2011 Not AR Clatter Bash! A Day of the Dead Celebration Richard Keep Peachtree Publishers 2008 Not AR Dia de Los Muertos Roseanne Greenfield Albert Whitman & Company 2015 Not AR Mexican Sugar Skulls http://mexicansugarskull.com/ Lunchtime Author Google Handout http://latinas4latinolit.org/2015/07/lunchtime-author-google-hangout-with-authorillustrator-duncan-tonatiuh/

Day of the Dead Activity Book Karl Jones Price Stern Sloan, 2013 Not AR The Artwork of Día de los Muertos: Jose Posada and his Calaveras.

https://dvhernan.wordpress.com/lessonplans/posa-calaveras/

Day of the Dead Prints inspired by Jose Posada.

http://www.teachkidsart.net/day-of-dead-prints-inspired-by-jose/

Lunchtime Author Google Handout http://latinas4latinolit.org/2015/07/lunchtime-author-google-hangout-with-authorillustrator-duncan-tonatiuh/

Jose Guadalupe Posada https://www.youtube.com/watch?v=lDYOpNnpraw

Teach students more about Day of the Dead by reading accompanying texts.

Have students create their own sugar skulls.

Discuss the cultural celebrations in the students’ lives that are similar to Dia de los Muertos/Day of the Dead.

Watch Author/Illustrator Duncan Tonatiuh discuss his book Funny Bones and his passion for the topics he writes about. Discuss a relative or pet that has passed away that was special to them or to their family. Have them write an acrostic poem about that relative or pet On a map mark the locations where Day of the Dead is widely celebrated (Mexico, Ecuador, Guatemala, California, Texas).

Using a similar printmaking technique as Posada, students will create original pieces depicting a skeleton doing daily activities. This is also a great opportuni-ty to teach students about Mexican artist Jose Guadalupe Posada. Have students create a graphic organizer map to visually display the meaning between words read in the text and related concepts. Watch a video about the life of Jose Guadalupe Posada, put together by the government of Aguascalientes, Posada’s hometown. Have students make a time-line of Posada’s life and events in the book. Incor-porate world events that were occurring at that time. Information and mini-unit on Dia de los Muertos: http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-celebrations/Day.html


Towner Award Nominee—Funny Bones 2017—pg 2

Author: Bridget Heos Illustrator: Jennifer Plecas Publisher: Henry Holt & Company Copyright Year: 2015 Recommended use: 2nd-4th Lexile: 1000 Pages: 40 pgs.

Text Features:

Illustrations, Two levels of text (intermediate and pri mary),

Speech Bubbles, Glossary and Other Fun Words to Know,

Select Bibliography

"Fly is fed up with everyone studying butterflies. After all, flies go through metamorphosis too--and they are so much cooler! They flap their wings 200 times a second, compared to a butterfly's measly five to twelve times. Their babies--maggots--are much cuter than caterpillars. And when they eat solid food, they even throw up on it to turn it into a liquid. Who wouldn't want to study an insect like that? In an unforgettably fun, fact-filled presentation, this lovable (and highly partisan) narrator promotes his species to a sometimes engrossed, sometimes grossed-out, class of kids."

Curriculum Connections: Science, insect life, insect compari-son, life cycle/metamorphosis. Best lends itself to the instruction of: The text is supported by simply worded speech bubbles that lends it for use with a range of reading abilities. It is an engaging read aloud and an easy nonfiction book to browse for supporting evidence. Available on Nook, Kindle and eBook in fixed format Not available as a multi-user e-book

Common Core Primary: CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. CCSS.ELA-Literacy.RI.2.8 Describe how reasons support specific points the author makes in a text Intermediate: CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-Literacy.SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.


Towner Award Nominee—I, Fly 2017—pg 1





Primary:

Use the following questions to create an academic conversation about the text:

The title of this book contends flies are awesome. Do you think they are? Readers refer explicitly to the text as the basis for their answer.

Using I, Fly and Diary of a Fly, readers compare and contrast the most important points and key details presented in two texts on flies. Further, why do readers suppose one is shelved as a nonfiction text, and one as a story? Look up the books in a library catalog to find any shelving variations.

The author has loved insects since she was a kid, and she wants people to know more about flies. What did you as a reader think about flies before reading this book? What do you think now? How did she convince you or change your mind?

Watch a slideshow of the book on the publisher’s website. Learn to draw Fly and his flight patterns on the author’s website. Diary of a Fly Doreen Cronin Joanna Cotter Books 2007 AR 3.2 Fly Karl Newsom Edwards Knopf 2015 Not AR Insects Kari Schuetz Bellwether Media, Inc. 2013 AR 3.0 Meat-Eating Plants: toothless wonders Ellen Lawrence Bearport Publishing 2013 AR 4.3

Intermediate:

Relate information in the text to the concept of insect wings. Readers compare and contrast fly wings and flight with butterfly wings and flight. Include a third insect in the comparison—bees--if you’re a real entomologist!

Give three examples from the text about how flies contribute to our planet and three examples of why fly behavior is disgusting to people.

The author/narrator contends that flies are as interesting to study as butterflies. Provide three examples that support that contention.

There are many insects that include fly in their name: house fly, butterfly, horse fly, dragonfly. Some are compound words and some are two words. Visit the Entomology Today web site to find out why.

Field Guide to Insects & Spiders of North America Arthur Evan National Wildlife Federation 2007 Not AR

Metamorphosis: changing bodies Bobbie Kalman Crabtree Publishing Co. 2005 AR 4.2 National Geo video: World’s Weirdest, Flies and Maggots https://www.youtube.com/watch?v=saswW8A5FVo Behold the Beautiful Dung Beetle Cheryl Bardoe Charlesbridge 2014 AR 5.6 https://entomologytoday.org/2014/05/06/is-it-honey-bee-or-honeybee-bed-bug-or-bedbug-house-fly-or-housefly/

Towner Award Nominee—I, Fly 2017—pg 2


This straightforward and conversational title offers a

welcome window into the lives of an immigrant

family. The year is 1869, the place Hanover, Germa-

ny. Food is in short supply and the Peters family is

having a hard time making ends meet. Text blocks

and beautiful etching-like illustrations guide us

through the family’s decision to leave home, then

through each step of their journey to a homestead

in Nebraska. The family prospers in America and is

able to leave their farm to future generations. The

book’s second section follows a multi-ethnic de-

scendent family and their quest to learn more about

their German ancestors.

Author: Gerda Raidt Illustrator: Christa Holtei Publisher: Charlesbridge Copyright: 2015 # of pages: 37 AR level: 5.7 Lexile: 870

Curriculum Connections: Language Arts, U.S. History, (Immigration, Westward Expansion), Social Studies Best lends itself for instruction of: Introduction to US immigration history and the pioneers; close reading, differentiating between histori-cal fiction/fact; reading, writing, speaking, and listening skills.

Text Features:

Preface summarizing economic situation of 1860s in Ger-

many. Map of journey to/from America. Labels.

Common Core Standards Primary: CCSSRI 3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Intermediate: CCSSRI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSSW 4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. CCSSRI 5.2 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CCSSRF 5.4 Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSSW 5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSSRL 5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). CCSSRH 6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.


Towner Award Nominee—In the New World 2017—pg 1


Primary:

Make a family tree. Where do family members live? Where did they live? On a map mark a location for each student’s country of origin. Have a “Culture Fair”. Have each family make a poster about their heritage. Have students bring the poster, and share an activity/book. This can be turned into a large festival where parents are included. Have each student make a block that represents their family/heritage for a classroom quilt. Write a paper on why or why not they would want to live/start over in a new country. As a class, create a chart showing what would be different in a new land (i.e. language, climate, housing, etc.).

Mama’s Nightingale: A story of immigration and separation Edward Danticut Dial Books 2015 AR 3.9 Coming to the United States Liz Ray Capstone/Red Brick Learning 2005 AR 3.9 Good-bye, Havana! Hola, New York! Edie Colon Simon & Schuster, Inc 2011 AR 3.8 Dreaming of America: an Ellis Island story Eve Bunting & Ben F. Stahl Troll Communications 2000 Not AR When Jessie Came Across the Sea Amy Hest & PJ Lynch Candlewick Press 2003 AR 3.2

Intermediate:

Have each student research their family heritage. Place each location on a map. Research Ellis Island and Angel Island. Make a Venn Diagram comparing the two places. Students compare their life with the lives of children that came through Ellis Island. After studying immigration, have students write in a journal, imagining that they are making a trip to the United States from another country. What would life have been like before leaving? What would the trip be like? What would their new life be like in the United States? Scholastic lesson plans: http://www.scholastic.com/teachers/lesson-plan/immigration-lesson-plan-grades-3-5 PBS lesson plans: http://www.pbslearningmedia.org/search/?q=immigration Discovery Learning lesson plans: http://www.discoveryeducation.com/teachers/free-lesson-plans/immigration-to-the-united-states.cfm

What Was Ellis Island? Patricia Brennan Demuth Grosset & Dunlap 2014 AR 5.6 Coming to America: the story of immigration Betsy Maestro Scholastic 1996 AR 5.9 Ellis Island Elizabeth Carney National Geographic Society 2016 AR 5.1 For a Better Life Henrietta Schleif Pescxe Modern Curriculum Press 2001 AR 5.5 Immigrant Kids Russell Freedman Puffin Books 1995 AR 6.9 The Keeping Quilt Patricia Polacco Simon & Schuster Inc. 1998 AR 4.4 Journey to America: a chronology of immigration in the 1900s Danny Kravitz Capstone Press 2016 AR 6.1


Towner Award Nominee—In The New World 2017—pg 2

Author: Brad Montague and Robby Novak Publisher: Harper Collins Copyright: 2015 # of pages: 240 AR level: 5.5 Lexile: 820

Curriculum Connections: Language Arts, Biography, Visual Art, Dance

Best lends itself for instruction of: close reading; character education;

overcoming adversity; reading, writing, speaking, and listening skills

What does it mean to be awesome? To Robby

Novak (a.k.a. Kid President), being awesome is

doing fun stuff like inventing dance moves and

surprising friends with corn dogs. But it also

means doing whatever you can to make the

world a better place for the people around

you, whether it’s planting a vegetable garden

for feeding the hungry in your community to

running a sock drive, to writing an epic poem

about the unsung heroes in your life. In Kid

President’s Guide to Being Awesome, Novak

offers 100 of his best, most fun ideas — all of

which are well within the reach of everyday

kids — and shows how to have a great attitude

no matter what.

Text Features:

Preface by Rainn Wilson, Captions, Illustrations, Photo and

Illustration Credits, Checklist, Websites, Interview Tran-

scripts, a variety of fonts and print sizes

Common Core Standards Primary: CCSS.ELA-Literacy.SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Intermediate: CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. CCSS.ELA-Literacy.SL.4.1.c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA-Literacy.SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.


Towner Award Nominee—Kid President 2017—pg 1



Primary:

Intermediate:

Towner Award Nominee—Kid President 2017—pg 2

I am Martin Luther King, Jr. (or any title in the Ordinary People Change the World series) Brad Meltzer Dial Books for Young Readers 2016 AR 3.8 The Red Bicycle: The Extraordinary Story of an Ordinary Bicycle Jude Isabella Kids Can Press 2015 No AR Video: A Pep Talk from Kid President to You https://www.youtube.com/watch?v=l-gQLqv9f4o Kid President: How to Be an Inventor https://youtu.be/75okexRzWMk

Wonder R.J. Palacio Alfred A. Knopf Books for Young Readers 2012 AR 4.8 365 Days of Wonder: Mr. Browne’s Book of Precepts R.J. Palacio Alfred A. Knopf Books for Young Readers 2014 No AR Gabe & Izzy: Standing Up for America’s Bullied Gabrielle Ford Dial Books 2014 AR 5.2 Out of My Mind Sharon Draper Atheneum 2010 AR 4.3 Video: Kid President Interviews Josh Groban https://www.youtube.com/watch?v=kjL4jap1nG0

Watch Kid President’s Pep Talk Video together. After watching, list as many of his main points as you can.

Watch Kid President’s “How to Be an Inventor” video. Design an invention of your own, labeling the parts and telling us how your invention works.

On pg. 157, Robby talks about writing a poem to somebody who doesn’t “normally get poems written about them.” Brainstorm some ideas of who that could be in your life (your mom, your dentist, the school librarian…) and then write them a poem.

As a class create a list of agreed upon rules for discussion and create a poster.

Make a piece of paper for each student with their name at the top. Pass the papers around the class. Each student writes something positive about the student whose name is at the top. Post the papers or give them to the student.

Choose one of Kid President’s ideas for being awesome and compare it to one of Mr. Browne’s Precepts in 365 Days of Wonder. How are they similar? How are they different? Describe what you notice in one or two paragraphs.

Watch the Kid President interview with Josh Groban. What are some of the questions he asks? If you could interview anyone, who would it be? Do some preliminary research, then write five strong, open-ended, interview questions specifically for this person.

Kid President talks to a lot of people who have done good things in their com-munities (pg. 131, 130, 129). What is a need you see in the world or in your city? How would you go about solving it? In two pages, describe the need, your proposed solution, and how you would go about making it happen.

Choose five of Kid President’s ideas for being awesome and do one each day of the week.


Author & Illustrator: Greg Pizzoli Publisher: Viking Copyright: 2015 # of pages: 39 AR level: 7.0

Curriculum Connections: 20th Century History, Crime, Geography Best lends itself for instruction of: Close reading. This quirky book could be used as an unconventional introduction to early 20th century history and geography– as seen through the lens of criminal activity. It will enthrall readers and would also make a terrific introduction to an ELA mystery unit.

This delightful book tells the improbable tale of a con man who actually did sell the Eiffel Tower- twice! Kids with a sense of mischief will love this book about a swin-dler with an overwhelming sense of hubris. Pizzoli regales us with really, really true ta-les of his exploits that defy belief and will have your students shaking their heads in wonder when they’re not shaking with laughter. And while we don’t really want them to emulate Tricky Vic, they will learn some intriguing facts about 20th century history as well as world geography and how to properly use words like accomplice, bootlegger, and counterfeit!

Text Features: Unique & eye-catching illustrations, Glossary, Pri-mary Source Photos, List of Sources Used, Author’s Note, Occasional Sidebars give background infor-mation

Common Core Primary—There is very little information on this topic that would be appropriate for early elementary grades: CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate under-standing of key details in a text. CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CCSS ELA- Literacy R1 2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes) to locate key facts or information in a text efficiently CCSS.ELA-Literacy.RI.2.8 Describe how reasons support specific points the author makes in a text CCSS ELA-Literacy RL 1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types

Intermediate: CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS ELA RI.4.4 Students use precise language and subject-specific vocabulary. CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.


Towner Award Nominee—Tricky Vic 2017—pg 1





Primary:

Using multiple Sources: compare Pizzoli’s narrative with those found in the

‘Selected Sources’ (independent reading or teacher read aloud)

Creating Lists: present Lustig’s ‘Ten Commandments for Con Men’ and have kids

create their own unconventional lists (find the list at multiple web sites: replace

the words ‘sex talk’ with ‘romance talk’)

Map Skills: Use maps, atlases or online resources to have kids find the various

locations Lustig worked (or was incarcerated) in: Czech Republic, Chicago, Paris,

New York City, Pittsburg, Alcatraz, Springfield.

There is very little information on this topic that would be appropriate for early elementary grades. Alcatraz Nick Gordon Bellwether Media 2014 AR 3.2 Eiffel Tower Kate Riggs Creative Education 2009 AR 3.1 Al Capone Does My Shirts Gennifer Choldenko Putnam’s 2004 AR 3.5

Intermediate:

Using new vocabulary and writing in genre: Introduce ‘Noir” fiction and have students create the first part of a ‘noir’ story using vocabulary from the glossary Comparing characterizations: How are criminals portrayed in fiction, and how does that compare to our perceptions of Victor Lustig? (When reading fiction selections at right.) Make a time-line of important historical events. Place Victor Lustig on the time-line. Make a Venn Diagram comparing another famous person with Victor Lustig. Discuss the differences and similarities. Secrets of the Eiffel Tower by Science Channel: https://www.youtube.com/watch?v=zAZHQUOgnFE

Queen of the Falls Chris Van Allsburg Houghton Mifflin Books for Kids 2011 AR 5.7 Eiffel Tower (Structural Wonders) Bryan Pezzi Weigl 2012 AR 6.5 There Goes the Neighborhood: ten buildings people loved to hate Susan G. Rubin Holiday House 2001 AR 7.5 From Mud Huts to Skyscrapers: architecture for children Christine Paxman Prestel 2012 Not AR/Age 9-12 Yr Gangsters, Bootleggers & Bandits Heather E. Schwartz Lerner Publishing Group 2013 AR 4.6


Towner Award Nominee—Tricky Vic 2017—pg 2

Authors: Buzz Aldrin & Marianne Dyson Publisher: National Geographic Children’s Books Copyright: 2015 # of pages: 96 pgs Lexile: 900 AR 6.1

Curriculum Connections: astronomy, space exploration, solar system, inventions, robotics, environment, botany, STEM ca-reers, history of space exploration Best lends itself to instruction in: Close reading in the 5-6 grade band. Lends itself to instruction of text structures, espe-cially sequence, problem/solution, instructional and narrative.


Space is still the final frontier.

Mars continues to make news

and attract generations of

young people. In this fasci-

nating book, hero-astronaut

Buzz Aldrin challenges curious

kids to think about Mars as

not just a faraway red planet

but as a possible future home

for Earthlings!

Text Features: Table of Contents, Headings, Subheadings, Captions, Sidebars, Time-lines, Activities, Graphs, Diagrams, Maps, Glossary, Credits, Index, Quotes, Bibliography, Afterword, Further Study (books and websites).

Common Core Primary: CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. CCSS.ELA-Literacy.RI.3.3: steps in technical procedures in a text

Intermediate: CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author's presentation of events with that of another.

Towner Nominee—Welcome to Mars 2017—pg 1











Primary:

Scholastic Lesson plans on space: http://www.scholastic.com/teachers/unit/space-everything-you-need Rocket plans by NASA: http://spaceplace.nasa.gov/pop-rocket/en/

Marianne Dyson Teacher Resource: http://www.mariannedyson.com/moon.htm

Do “Race Around the Clock” activity on pages 18-19 and review the “The Aldrin

Cycler” pages 20-21. Students explain in their own words how patterns of plane-

tary motion determine how and when people from Earth could settle on Mars.

Mars Charnan Simon Cherry Lake Publishing 2012 AR 3.2 Lego Man in Space Mara Shaughnessy Sky Pony Press 2013 AR 2.1 Star Stuff: Carl Sagan and the Mysteries of the Cosmos Stephanie Roth Sisson Roaring Brook Press 2014 AR 3.6

NESTA Windows to the Universe: the orbit of Mars : http://www.windows2universe.org/

mars/mars_orbit.html

Intermediate:

Discovery Learning lesson plans on space: http://www.discoveryeducation.com/search/page/-/-/lesson-plan/space/

index.cfm

Scholastic Lesson plans on space: http://www.scholastic.com/teachers/unit/space-everything-you-need NASA lesson plans on Mars: https://marsed.mars.asu.edu/stem-lesson-plans Discovery Learning lesson plans on Mars: http://www.discoveryeducation.com/teachers/free-lesson-plans/destination-mars.cfm Students research various planets or various accounts of space exploration by different authors. How are they different? The same? Compare and contrast. Students write and record a “message” for a video journal describing their day on the space station on Mars. Students write poems using the book: Out of this World as an inspiration.

Destined for Space: Our Story of Exploration Don Nardo Capstone Press 2012 AR 5.4 The Mighty Mars Rovers: The Incredible Adventures of Spirit and Opportunity E. Rusch HMH Books 2012 AR 6.4

Out of this World: Poems & Facts About Space Amy Sklansky Knopf 2012 AR 6.2

Space Case (fiction novel) Stuart Gibbs Simon & Schuster 2014 AR 5.3 Curiosity's Mission on Mars Exploring the Red Planet Ron Miller Twenty-first Century Books 2014 AR 6.0

Everything Space Helaine Becker National Geographic Society 2015 AR 6.7

Buzz Aldrin’s Official Website: http://buzzaldrin.com/ Barack Obama on Mars Exploration: http://www.cnn.com/2016/10/11/opinions/america

-will-take-giant-leap-to-mars-barack-obama/


Towner Award Nominee—Welcome to Mars 2017—pg 2

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