Blackout
Rocco, J. (2011). Blackout. New York: Disney/Hyperion Books.
Reading Level: Ages 5-7 Audience: 2nd Grade Delivery: Group read aloud
Diversity Focus: Multicultural
To Teach: This book takes the reader to the heart of the city, on a warm summer night. Through the illustrations, the reader can see the diverse nature of the city and the people that live in it. The story takes the reader on a journey through the dark when the entire city looses power and the family has to adapt. However, when the power comes back on, why do they choose to leave it off? Students will be asked if they have ever lost their power before. What did they do? Students will share how their experiences. For the purposes of the story and for the time being, the lights will be left off for the remainder of the school day in the classroom.
Diversity Focus: Multicultural
To Teach: This book takes the reader to the heart of the city, on a warm summer night. Through the illustrations, the reader can see the diverse nature of the city and the people that live in it. The story takes the reader on a journey through the dark when the entire city looses power and the family has to adapt. However, when the power comes back on, why do they choose to leave it off? Students will be asked if they have ever lost their power before. What did they do? Students will share how their experiences. For the purposes of the story and for the time being, the lights will be left off for the remainder of the school day in the classroom.
Fishing Day
Pinkney, A. D., & Evans, S. (2003). Fishing day. New York: Jump at the Sun, Hyperion Books for Children.
Reading Level: Ages 6-8 Audience: 2nd Grade Delivery: Read aloud/Small group
Diversity Focus: African American/segregation/friendship
To Teach: This story is about a young African American girl and the unlikely friendship she discovers when she helps a young caucasian boy catch a fish in a time when it was socially unacceptable to do so. Students will read the book in a group read aloud first and then break into smaller literary groups to more thoroughly discuss the book and its messages/story line. They will recall a day they helped a friend when no one else would. What did they do and why? How did it make them feel? How did it make their friend feel? How can they relate that experience to that between Reenie and Peter? Students will write out their answers in their journals.
*In another activity, students will analyze and create a chart on the differences and similarities between Reenie and Peter on topics such as race, gender, age and hobbies; however students will come up with their own original categories. Are they really so different?
Diversity Focus: African American/segregation/friendship
To Teach: This story is about a young African American girl and the unlikely friendship she discovers when she helps a young caucasian boy catch a fish in a time when it was socially unacceptable to do so. Students will read the book in a group read aloud first and then break into smaller literary groups to more thoroughly discuss the book and its messages/story line. They will recall a day they helped a friend when no one else would. What did they do and why? How did it make them feel? How did it make their friend feel? How can they relate that experience to that between Reenie and Peter? Students will write out their answers in their journals.
*In another activity, students will analyze and create a chart on the differences and similarities between Reenie and Peter on topics such as race, gender, age and hobbies; however students will come up with their own original categories. Are they really so different?
Grace for President
DiPucchio, K. S., & Pham, L. (2008). Grace for president. New York, N.Y.: Hyperion Books for Children.
Reading Level: Ages 5-7 Audience: 2nd Grade Delivery: Choice read for SSR
Diversity Focus: Gender/government
To Teach: This book can serve as an excellent introduction to the world of politics as well as a thought generator-"why hasn't there been a female president?". Students will have the opportunity to run for "President of the week/month" and create posters as well as "campaign" for the position. Each student will have the opportunity to run.
*In another activity, students can think about and discuss what they might do if they were to become president for a day. What rules would they make/get rid of? Students can write about this in their journals.
Diversity Focus: Gender/government
To Teach: This book can serve as an excellent introduction to the world of politics as well as a thought generator-"why hasn't there been a female president?". Students will have the opportunity to run for "President of the week/month" and create posters as well as "campaign" for the position. Each student will have the opportunity to run.
*In another activity, students can think about and discuss what they might do if they were to become president for a day. What rules would they make/get rid of? Students can write about this in their journals.
I Have a Dream
King, M. L. (2012). I have a dream. New York: Schwartz & Wade Books.
Reading Level: Age 6-8 Audience: 2nd Grade Delivery: Group read aloud/Choice read for SSR
Diversity Focus: African American/biography
To Teach: Accompanied by stunning illustrations by Kadir Nelson, this book brings MLK Jr.'s infamous "I have a dream" speech to life. In a lesson about the connection of illustrations and text, students will first have the speech read to them. As they are listening to the words, they will have the opportunity to create their own illustrations in response to what they are listening to. Afterwards, the students will get to view the book, including the illustrations. How do the two compare? Are they different? Similar?
*In another activity, students could discuss and write what their own dream for a better world might be. They could make their own illustrations that reflect their own hopes and dreams.
Diversity Focus: African American/biography
To Teach: Accompanied by stunning illustrations by Kadir Nelson, this book brings MLK Jr.'s infamous "I have a dream" speech to life. In a lesson about the connection of illustrations and text, students will first have the speech read to them. As they are listening to the words, they will have the opportunity to create their own illustrations in response to what they are listening to. Afterwards, the students will get to view the book, including the illustrations. How do the two compare? Are they different? Similar?
*In another activity, students could discuss and write what their own dream for a better world might be. They could make their own illustrations that reflect their own hopes and dreams.
I See The Sun In Afghanistan
King, D., & Inglese, J. (2011). I see the sun in Afghanistan. Hardwick, MA: Satya House Publications.
Reading Level: Ages 6-8 Audience: 2nd Grade Delivery: Class read aloud
Diversity Focus: Afghanistan
To Teach: This book is culturally relevant in today's society in relation to the war. It is important that, while students will see and hear about Afghanistan often in and on the news, that they know what and ordinary day in Afghanistan is like. This book shows them that day through the eyes of a young girl whom they might be able to connect and relate to on certain levels.
Diversity Focus: Afghanistan
To Teach: This book is culturally relevant in today's society in relation to the war. It is important that, while students will see and hear about Afghanistan often in and on the news, that they know what and ordinary day in Afghanistan is like. This book shows them that day through the eyes of a young girl whom they might be able to connect and relate to on certain levels.
The People Could Fly
Hamilton, V., Dillon, L., & Dillon, D. (1985).The people could fly: American Black folktales. New York: Knopf.
Reading Level: Ages 7-9 Audience: 2nd Grade Delivery: Read aloud
Diversity Focus: African American folktales
To Teach: Students will read this book together as a class in a unit on different types of storytelling. The focus for this activity will be folktales. Students will compile a list of descriptive items that make a story a folktale, then compare folktales to previously studied forms of story telling to see how they differ or relate. *How do the illustrations help support the text? In another activity, students will create their own images to go along with the text and explain what they chose to draw.
Diversity Focus: African American folktales
To Teach: Students will read this book together as a class in a unit on different types of storytelling. The focus for this activity will be folktales. Students will compile a list of descriptive items that make a story a folktale, then compare folktales to previously studied forms of story telling to see how they differ or relate. *How do the illustrations help support the text? In another activity, students will create their own images to go along with the text and explain what they chose to draw.
When the Shadbush Blooms
Messinger, C., Katz, S., & Fadden, D. K. (2007). When the shadbush blooms. Berkeley, Calif.: Tricycle Press.
Reading Level: Ages 5-7 Target Audience: 2nd grade Delivery: Read aloud
Diversity Focus: Native American traditions/Seasonal traditions
To Teach: This is an excellent picture book to use to not only teach children about both historical and contemporary Native Americans, but to also educate them about their traditions surrounding the changing seasons. Students will first read and discuss the text and illustrations as a class. Then, they will write about and illustrate the different ways they celebrate the seasons, and what traditions their families might have. This will generate comparisons between themselves and the book.
Diversity Focus: Native American traditions/Seasonal traditions
To Teach: This is an excellent picture book to use to not only teach children about both historical and contemporary Native Americans, but to also educate them about their traditions surrounding the changing seasons. Students will first read and discuss the text and illustrations as a class. Then, they will write about and illustrate the different ways they celebrate the seasons, and what traditions their families might have. This will generate comparisons between themselves and the book.