UtenteVictoriah13

Libri
55
Collezioni
Etichette
Poetry (5), Children's lit picture book (4), Informative children's lit (2), main character is the boy (2), Wordless picture book (2), Children's lit picture book/ fairytale (2), Traditional Literature (2), children's chapter book (2), can be used as reading group book (2), Informative Non-Fiction (2), students can also write their own version of the stinky cheese man or write an alternate ending (1), the story continues with the Frog Prince and his not so perfect happily ever after with the princess that turned him back into a human (1), Children's lit fairytale picture book (1), the wolf Alex T. Wolf (1), explains his side of the story of the traditional three little pigs story (1), can be used when talking about empathy or theme of story of the importance of including others (1), students can write their own version of the story or write an alternative ending (1), Children's picture literature (1), he decides to try and turn back into a frog but struggles finding help from three witches that can't seem to help him (1), students can be placed into groups and discuss and write the similarities and differences of Scieszka's books (1), students can choose to write their own alternate ending or write their own version of a fairy tale (1), another collection of poems that students can use as a mentor text when writing poems (poetry unit) (1), Collection of fun and entertaining poetry that students can use as a mentor text when writing their own poetry (1), this book can be used as a shared reading where students read along outloud (1), an old lady decided to make some cheese one day that turned out to be stinky and began to run away (1), the cheese found a fox that said that he would take him across the river but the cheese fell off the back of the fox and fell into the water (1), students can also be placed into groups and compare and contrast other stories written by Mem Fox (1), Eric (1), a little girl (Jessie) is given new boots on her birthday and all of her family members find or create new clothes and accessories for her to wear with the new boots (1), the little boy loses the gift through a hole in his pocket but awakens on Christmas morning to find the lost present under his tree (1), students can come up with how this version of the story is different from the original (1), Chester the raccoon does not want to go to school because he wants to stay at home with his mother and play with his friends but his mother has a solution which she calls the kissing hand that was passed down from her grandmother to her mother and now she (1), students can write about their first day of school and explain if they were afraid or not and why (1), students will also draw a picture with detail of the first day of school (1), A little African American girl describes her day in the cotton fields and what occurs during the day as well as her role and other family members too (1), the teacher can discuss time frame and create a time line where they place each part of the story in chronological sequence (1), a little boy takes a journey on a train called The Polar Express and finds his way to the North Pole where Santa gives him the first gift of Christmas (1), students can write a journal entry where they write down a gift they recieved that they treasure the most and draw a detailed picture (1), students can write a difference that they share with a friend or something that makes them unique and how maybe another student may share the same difference (1), from a daughter's perspective of having two moms and the troubles and dissaproving looks from others (1), students can write a personal narrative of a time where they witnessed or dealt with people judging them and/or feeling outcasted (1), students will also describe how they resolved the problem (1), Wendell does not want to clean his room even though his mother insists that he does which leads to pigs starting to live in his bedroom and take over which then leads Wendell to clean his room with the help from the pigs (1), Children's lit picture book/adventure (1), Wendell and his two friends find themselves lost in the lost and found at school searching for a lucky hat (1), a little girl describes colors that correspond to the Muslim culture (1), the narrator discusses the differences that poeple across the world share but overall how similar we all are (1), along with Pigsty and other stories written by Mark Teague students can observe the differences and similarities between the stories and collaborate with table group memebers (1), a dragon burns down the princess's castle and takes the prince she was going to marry while also burning her clothes (1), can be used for students to incorporate colors relevant to their culture when writing (1), " discusses a saying that Arabs used to say about feeding a stranger (1), Informative Non-Fiction Picture Book (1), the author discusses the different skin types and how it's not okay to discriminate against others depending on their skin type (1), students can write a story where they target an audience and use the theme of accepting diversity (1), "Speak Up" is using dialogue between two girls (one from Korea and one who's from America) (1), the caucasion girl asks the little Korean girl to speak Korean and making assumptions about being Korean (1), students can write a poem by using dialogue between two characters (1), "Red Brocade (1), students can write a poem that's structured like a conversation and discusses culture (1), Three new students arrive from different countries and are discussing the troubles they are facing being new (1), "A Grandfather Poem (1), " discusses the words that must be included in a Grandfather Poem (1), have students write a Grandfather poem on a topic of their choice (1), a seed tries to find his way to a good home where he can plant himself and encounters animals and weather that try to push him back (1), students can write a story where they use the theme of never giving up and how they overcame the challenges that they faced (1), can be read to studernts as read aloud (1), guided reading questions can be added throughout or at the end of the story (1), Volume of voice (1), students can write about a time when they were new to school and how they felt and what was going on in their mind (1), students can use descriptive words when writing to describe the differences they notice among their peers within the classroom (1), author describes all of the differences students may encounter in their life and how it's okay that we're not all the same (skin color (1), book discusses the history (1), can be used during a diversity and inclusion unit where students describe themselves and how it makes them different (make a self-portrait) (1), her mother is saddened and throughs the beans out the window becuase now they don't have any money (1), she then travels to bring back the prince and tricks the dragon into flying around the world fast and tires him out to save the prince (1), the prince doesn't like the way the princess looks and she decides to leave him with the dragon (1), an activity could be to have students identify what makes a fairy tale (1), Non-fiction Informative (1), Little girl describes her families different hair types (written in both Spanish and English) (1), students can describe their hair with descriptive words and draw a picture to correspond (1), how skin is different colors (1), author discusses the differences and uses descriptive words to describe the differences between people (1), and the different areas in the world where lighter skin and darker skin may originate from (1), can be used as a way for students to research where their family members originated from and find their skin color (1), two boys are paralell playing (1), one is shy and the other is more outgoing (1), the more outgoing boy attempts to talk and make friends with the shy boy (1), story can be used to help teach students about conventions and the impact it has in their writing (1), discusses the trial of a Mexican-American family and the segregated and unequal schools in California (1), can be used for students to write what they would have done if they were in the main characters shoes or write a time where they feel that they had been treated unequal to others (1), the beanstalks grow and lead Kate to climb up them one day where she discovers a castle hidden in the clouds and eventually finds out that the castle belongs to her and her mother (1), Nannin with a magical staff that her mother had left her allows Cendrillon to go to the ball in a beautiful dress where she wins the heart of the Prince (1), Kate sells her mother's cow for a few magical beans from a mystical man. When Kate returns home to tell her mother the news (1), the theme of the story is the obstacles that a person may face during their lifetime but instills in the reader that obstacles can be overcome through perseverance (1), the activity that could be used is have students write a time where they had to move or leave something sentimental to them behind (1), Main characters were Yoko (1), Ms.Jenkins (1), and Timothy (1), story mostly took place in Ms. Jenkins classroom (1), activity for students would be to have them write a persuasion letter to the Principal on why the school should start an International Appreciation Day where parents and students can create different stations to teach people about their culture while also (1), Illustrations use bright colors (1), an activity that could be used for student's is have them write about a time where they were challenged or write about what they want to do when they're older and what they will do to overcome obstacles (1), Characters were Grandma (1), Main characters were the Star-Belly Sneetches and the Plain-Belly sort (1), the themes are picture book and children's lit (1), an activity for students is to have them draw a picture or self portrait of themselves and in the background write down the things that make them unique and what they like about themselves (1), Main characters are the North-Going Zax and the South-going Zax (1), an activity would be to have the class together come up with ideas on how to problem solve (the teacher can create scenarios and have students act out in assigned pairs) (1), The main character is the little cricket (1), an activity for the class would be to have the class together create a chart of the information about the insects (include the names of the insects (1), descriptive words of the insect (1), and Sammy (Grandma's nephew who plays in a band) (1), Story took place in New York (1), The main characters are the green (1), purple (1), Realistic Fiction (1), blue (1), red (1), picture book (1), yellow (1), hair (1), etc) (1), Non-Fiction Picture Book (1), Big Book (1), and the moon (1), picture book. (1), Picture book (1), Non-fiction (1), Fairy Tale (1), Informative (1), Young adult lit (1), the clown (1), his dog (1), and the sound it makes) (1), and white mouse (1), Traditional Literature (adaptation of Jack and the Beanstalk) (1), Traditional Literature (Korean adaptation of Cinderella) (1), can be used as a read aloud where students participate in reading the repeated lines with the teacher (1), main character Beauty is cursed by the wicked witch that wasn't invited to Beauty's birthday party (1), on her 14th birthday (1), the wicked witch has Beauty prick her finger on an old record machine and Beauty falls into a deep sleep that was suppose to last for 100 years but she remembers to set her alarm and wakes up by her favorite rock musician (1), studnents can compare this story to other Cinderella stories and can also come up with characteristics that make up a traditional tale (1), in Tennessee Angel is known for being helpful and courageous through her fight with Thundering Tarnation (a bear that causes mayhem in Angel's town) and his death (1), students can use this story to come up with the characteristics of the main character in traditional literature (1), Kongi's mother dies and her father remarries a mean woman named Doki who has a daughter named Potgi (1), can be uses for learning to write descriptively about a favorite color (1), Doki and Potgi make Kongi's life as miserable as possible and try to make her miss the ball that the Prince is hosting at his pallace (1), however Kongi is able to make the ball due to the help of sparrows and wins the Prince's heart (1), students can compare this story to other Cinderella stories that they have read and write their own appropriate version of Cinderella (1), Traditional Literature (Jamaican adaptation of Cinderella) (1), Nannin looks after Cendrillon after her mother passes away and is always there for Cendrillon after her father remarries a woman who is mean and does not like Cendrillon (1), when older Cendrillon wants to attend a ball that her stepmother and half sister are attending but has chores to finish (1), parents (1), students can write their own adaptation or use a venn diagram to see the differences and similarities to other Cinderella adaptations (1), Story focuses on letters climbing up the coconut tree and the sequence (1), describes colors through his four other senses (1), the use of illustrations in this story is amazing in that it depicts what each mouse is observing about the object (1), goes through the dreams that the boy is having (1), an activity would be to have different items placed at each table where each student closes their eyes and attempts to depict what the mystery object is (1), Main characters are the Blue little engine (1), and the other toys (1), an activity that could be done is have all students think of a time where they struggled with an obstacle but overcame it and use it as a personal narrative (1), The main characters are the boy and the tree (1), students for this story can write a short narrative on a time where they were either the boy (who takes) or the tree (who gives) (1), another activity could involve students writing down a charity they would give to and why (1), or writing to the mayor (or anyother political figure on something that another child or adult who is in need needs (1), traveling and dreaming about different things that he read (1), A little boy named Thomas (1), Young girl (Yoon) moves to the U.S. from Korea and learns to adjust to the new culture (1), have students write about a time where they moved and went to a different school or if they have experienced a time where they had to adjust their lifestyle to something new. (1), Trixie brings her bunny to school and discovers that one of her peers has the same stuffed animal and becomes angry and eventually (1), Knuffle bunny and the other little girl's bunny gets taken by the teacher but then returned at the end of the day. Later on that night Trixie realizes that the bunny isn't hers but the other little girl's and makes her dad go with her in the wee hours in (1), about big brother and little sister waiting for the bus for school (1), little sister always asks if vehicle is the bus (1), can be used for shared reading have students be the voice of the little sister (1), predict which vehicle is coming next (1), Interrupting others (1)
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Feb 4, 2017