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Rural Residency: Diverse Text Set Assignment

This page is a collaboration between the Fresno State Library’s Teacher Resource Center and the FALL 2022 Sanger Residency: LEE 160, PIR: Christy Macias. Items are available in the Teacher Resource Center or Fresno County Public Library, click on book covers for more info.

My Food, Your Food, Our Food Written by Emma Carlson Berne and Illustrated by Sharon Sordo In this book children describe the food they eat in their cultures. This is an awesome way to bring awarenesss to other culture's food which is a hard topic to talk about. This can be used in many activities and help children understand that food is a cultural aspect and it represents where our family has came from and what they have learned from their older generations.
Activities: My Food, Your Food, Our Food 1) Draw/Bring a printed picture of food that comes from their culture 2) Rice activity, give each child a few grains of rice and have them glue them to their paper, after glue is dried we can discuss how many cultures use rice in their food and the different food we can make with rice and drawing the culture name next to the type of meal we discover using this discussion to prove the point that most cultures use the same things only in different ways.
Text Talk: My Food, Your Food, Our Food
Same, Same But Different Written and illustrated by Jenny Sue Kostecki-Shaw In this book two pen pals are writing one another. During their experience of writing they realized they had a lot of things the same but just slightly different due to that they came from different parts of the world. This is an awesome book to show children to show that most children are the same, but how you are raised and where you are raised affects what you like, eat, experience and many other things.
Activities: Same, Same But Different 1) Same Same but different walk around activity (worksheet with questions that see if you are other classmates are the same and if you have differences and discuss how that is okay 2) Create a pen pal list and have children write to a pen pal and explain their likings and get real information from a pen pal to see if they have they same experience as the book
The Day You Begin Written by Jaqueline Woodson and Illustrated by Rafael López In this book, children were asked to explain where they went on their summer vacation after returning back to school for the first day. This gives the children a chance to see and have empathy for the characters in this book. The message from this book is to learn to make space for someone who wants to share and to be proud to share and not care what people think of your experiences which is just what happened in this book. Explaining that some children do not have a place to go or visit during their vacations and that their home is their home and every culture is different. Also that just because someone doesn't do what you do doesn't make them weird or off, only different and being different is okay.
Activities: The Day You Begin 1) Discussion of where each child may visit and what this means 2) Drawing on 8x10 for each student of their vacation/family comes from to form a big class drawing of all of them put on the window to show where we are from/ go to visit family
Thats Not My Name! written and illustrated by Anoosha Syed In this book, Mirha is excited for her first day of school until her classmates keep misprouncing her name making her wonder if she should find a new one. It provides an uplifting picture of loving your name and finding your voice in standing up for youself.
Activities: Thats Not My Name! 1.) An activity I would have my students do is write down on a paper names they have been called and then say that is not my name my name is ______. Almost like reintroduce themselves to create a conversation on how our names are so important. 2.) We can write about where our name originated from and talk about why we got the name
Just Like Me! written and illustrated by Vanessa Brantley-Newton In this book , there are many poems about all types of girls those who are shy, live in the city, "weird", etc. It promotes body positivity and acceptance within oneself.
Activities: Just Like Me! 1.) An activity would include writing poems and drawing a picture to go along with it to compliment the words said 2.) we can all share the poems around the classroom and have a gallery walk
Chocolate Milk, Por Favor! written by Maria Dismondy & Nancy Raines Day illustrated by Donna Farrell In this book, Gabe the main character is starting a new school making him the new kid which adds to his timidness along with the fact that he doesn't speak English.
Activities: Chocolate Milk, Por Favor! 1.) Worksheet on alike and different ways for students to work on and walk around to fill up a chart
Our Class Is a Family Written by Shannon Olsen, Illustrated by Sandie Sonke In this book, it discusses the different dynamics of what a family could look like. I loved this because not everyones family dynamic is the same. It talks about how family doesn't have to be someone you're related to it can be people who make you feel safe. It goes on to explain all the positive things a family should make you feel. This is a book I would love to use to set the expectations of how we should make our friends feel in our classroom.
Activities: Our Class Is a Family 1. For the first activity, I will have mystudents write a paper on their favorite class memory. 2. I will do a "me, myself, and i project' for students to get an understanding of themselves and their classmates
Read Aloud: Our Class Is a Family
Say Hello! Written and illustrated by Rachel Isadora After reading this book it was a great way for me to use translanguaging. It is important to honor and remind students that all languages are as important as English. In this book the girl goes around saying 'Hello' in different languages. This is a great way to get to know where my students come from. I can even have them do a family tree and get an understanding of where my students come from. We could also make it a habit to say hello in a different language every morning.
Activities: Say Hello! 1. I will have the sudents that speak more than English walk around and teach classmates how to say hello in other languages than english. 2. I will have the students do reserach on looking from where every Hello comes from, from the book.
Read Aloud: Say Hello
The Skin You Live In Written by Michael Tyler, Illustrated by David Lee Csicsko This book does a great job of portraying all the different colors of skin we live in. We all have different shades of color but its something we live in and with. Its a great way to get students to learn self love and to learn how to love the skin they're born in.
Activities: The Skin You Live In 1. I will have the students do a self portrait in caryon, marker, and colored pencil. 2. I will have students ask their parents where their roots are from and have them share their story in class.
Read Aloud: The Skin you Live In
The Magical Yet by Angela DiTerlizzi, Illustrated by Lorena Alvarez The Magical Yet is a children's book that talks about the power of the word "yet". A "yet" in this book is a magical creature that knows you can succeed at something eve when you feel like you won't. It gives multiple examples like learning to walk and learning to talk and how you cannot do it automatically. DiTerlizzi, A., & Alvarez, L. (2020). The magical yet. Disney . Hyperion.
Activities: The Magical Yet 1. I will have the students design their own "yet" and they will have describe in a short paragrah why they designed their yet to look the way it does. Does the color represent something? Is your yet holding anything?why? 2. Short writing prompt: What is a time you had a yet and what did you do to achieve your goal?
Ish by Peter H. Reynolds and Illustrated by Peter H. Reynolds The Magical Yet is a children's book that talks about the power of the word "yet". A "yet" in this book is a magical creature that knows you can succeed at something eve when you feel like you won't. It gives multiple examples like learning to walk and learning to talk and how you cannot do it automatically.
Activities: Ish 1. The students will be instructed to draw a scrible on a blank sheet of paper. The teacher will then collect them and repass them out so that students get a different paper than what they started with. The students then have to create a new drawing out of the scribbled paper they were given. 2. Students will start a drawing, but every 30 -40 seconds they need to switch papers with the person next to them and it will eventually come into contact with multiple students. At the end, the students will have a drawing that they did not anticipate when they first started to draw.
The Little Butterfly that Could by Ross Burachan Illustrated by Ross Burach This book is about a stubborn and fearful butterfly that is migrating. He had gotten seperated from the other butterflies, but is too scared to go find them. A friendly whale helps the butterfly believe in himself and go find his butterfly friends.
Activities: The Little Butterfly that Could 1. students will create a butterfly with things they want to get better at. Students will have to look at their struggles with a growth mindset and write it that way on their butterfly's wings, 4 in total. 2. Short writing prompt: How could you turn the problems the butterfly said in the story into positive mindset goals?
Text Talk: The Little Butterfly that Could
Carmela Full of Wishes by Matt De La Pena and Illustrated by Christian Robinson "The story takes place during Carmela's birthday where she finally reached the age to join her brother in running the erranded. It happened in an immigrant community, where the picture depict workers in labor field and mentions how Carmela's dad does not live at work with the family since he needs his papers to be fixed. She stumbled across a dandelion by the Laundromat and blew it out; her brother mentioned to her how she's suppose to make a wish. Afterwards, she started imagining of different wishes that she could wish.
Activities: Carmela Full of Wishes 1. Students will be given a cut out of a dandelion where they will write out one of their wishes. It will stay anonymous and placed around the classroom. 2. Short Writing Prompt: When you reached a certain age, what was one thing that you were excited to finally be able to do?
Take a Breath written and illustrated by Sujean Rim In this story there is a bird named Bob who gets very anxious when thinking about flying which results in him not being able to. Every morning his pack goes out for a morning fly but while the other bird go off flying he plummets to the ground. Each day he tries harder and harder but psych himself out which results him in falling. One day a Crow notices Bob struggling and lets him know that the only thing that's stopping him from flying is him not taking a breath.
Activities: Take a Breath 1. Students will participate in breathing exercises that they will be able to use when they get nervous, anxious, or frightened. 2. Students will write about a time where they were working hard to complete/accomplish something but failed. (Ex. Bob kept attempting to fly but kept plummeting to the ground.)
Amira's Suitcase by Vikki Conley and Nicky Johnston Illustrated by Nicky Johnston The story was about a young girl named Amira who arrived at a settlement camp with her family with very few belongings. One day, Amira was going to hide in her suitcase when in the corner of her eyes she spot a sprouting seed growing inside of it. Throughout the story, she nurturing the sprouting seed as if its her new friend. As the seed is growing it represents a symbol of hope and happiness for Amira.
Activities: Amira's Suitcase 1. Students will be given a small seed which they will need to grow on their own which teaches them how to care and nurture for the plant. 2. Students will complete a life cycle of the plant which focuses on every stage that the plant will go through. Student could also document what they observed each day and if there were any changes.
I Choose to Try Again written and Illustrated by Elizabeth Estrada In this book, a young girl named Kiara learns to overcome obstacles and to try again if she fails. Kiara refeclts on her mistakes and starts to realize that mistakes help you grow. She learns to embrace them instead of ovioding them. She learns this is always room to improve.
Activities: I Choose to Try Again 1. I would have students retell what happen in the story and share to the class what was their favorite part. 2. Draw or write about a time when they decided to try again after giving up.
Text Talk: I Choose to Try Again
What Do You Do With a Chance? written by Kobi Yamada Illustrated by Mae Besom In this book, a child has his first chance and he was unsure what to do with it, he lets the chance go. He got another chance and he reaches for it, but this time he misses and falls. He was embarrassed and scared so he starts to ignore all the chances he had. Until one day he relalized that he doesnt need to brave all the time. He took the chances he had even if he fails becasue it can be the start of something incredible.
Activities: What Do You Do With a Chance? 1. An activity I would do is have students discuss in groups what would happen if the boy in the story never took a chance again? Have each group give there reasons to why they believe that. 2. Another activity I would have student do is write when they felt scared to take a chance but they still took it. I would have them explain how ut helped them and how they felt after even if it was good or bad.
That's Life! written by Ame Dyckman Illustrated Cori Doerrfeld In this book, a girl gets a mysterious box dropped off on her front dorrsteep. When she opens it a weird gray creature pops up. She discovers that life comes at you unexpectedly, but life is what you make of it. Life can be weird and may not always cooperate, but life becomes beautiful when you emrace it for all of its quirks.
Activities: That's Life! 1. After reading the book have a discussion about life and what students think life is. I will have them in groups to discuss what life means to them. 2. I would have students choice a animal or creature that represents life for them. For example in the book we have a weird creature and that was life for the little girl in the story. They will draw the creature or animal and explain why by writing it down in there writing journal.
Same, Same But Different by Jenny Sue Kostecki-Shaw In the book “Same, Same but Different” two pin pals write to each other and they realize that they have more in common than they think. They both enjoy climbing trees. Both trees are different but they are both the same. Elliot lives in a busy city with a lot of cars and traffic, and Kailash lives in a house with 23 family members in a city with not many cars but there is still a lot of traffic. They ride a different bus to sleep, but they similarly both ride a bus. After realizing that yes they are different, but they are also very alike this brings them cultural awareness, and they both became best friends.
Activities: Same, Same But Different 1)For this lesson, I would have the students get into pairs. I would come up with a graphic organizer that the students will have two fill up. The students then will interview their partners. The graphic organizer will have questions about their daily life. 2) Then, the students will come up with the differences and similarities that they have. By doing this, students will understand that they are more alike to other students than they think, it will also provide them with cultural awareness.
Mis Dos Pueblos Fronterizos por David Bowles, y illustrado por Erika Meza This story focuses on a child crossing the border every other Saturday to go to Mexico and visits family, and buy food and medicine. The book illustrates how the child enjoys both worlds. Through the Illustrations we are able to see how a border separates both countries, the cultures of both countries overlap and become one. A place in which Spanglish is ubiquitous as we can see in the environment. The students go through the town and after they have done their last stop when in the border to cross they have a very important stop to make. They stop at the border to give a family that is waiting to be refugees in the United States the water, food, and medicine that they had bought. This book demonstrates the importance of helping those in need.
Activities: Mis Dos Pueblos Fronterizos 1)For this lesson, I would have the students share if they had helped someone in the past. I would have them write about the person they helped and how that made them feel. After that, we will come up with a random act of kindness to an important person in their life. importan. 2)The second activity will be to have students discuss if they have traveled to another country or anothe state. Ask them what differences and similartities did they find. Then they will write about it.
Text Talk: Mis Dos Pueblos Fronterizos
Calling the Doves by Juan Felipe Herrera ilustrated by Elly Simmons The book “Calling the Doves” is a story about a kid that migrates from city to city because his parents are field workers. He was born on the road and lived in a mobile house. He slept under the stars and his parents, this kid was aware of the contact migration that was taking place in his life. The kid highlights how is dad created a one-room house, in which he had never been inside a house. The illustrations illustrate how many rural students experience their parents working in the fields. The cultural awareness of the stories of his father coming to the United States, and his mother being a healer. I was able to relate to this because I was able to see my parents in this book.
Activities: Calling the Doves 1) Lastly, for this book, I will start by having the students write about their household and how their parents are. I would have them adjectives that described their household. Then, the students will draw a picture that illustrates their family. 2)Students can take the same activity home and with their family members they will incorporate pictures and drawings about their house hold.
The Proudest Blue by:Ibtihaj Muhammad and S.K. Ali "The proudest Blue is a a book about a girl who starts wearing a hijab. The girls were very excited for the first day of hijab day. THe sister is realy proud of soon as they get to school many people began asking questions, and laughing at aisyah for wearing the hijab. But mom uses encouraging words like "some people wont understand your hijab. But if you understanwho you are. one day they will too." This book talks about self- acceptance, empathy, cofidence, recillence, and Identity."
Activities: The Proudest Blue 1.)Class disscussion: Explain to students that many people wear special clothes, or head wear to represent faith. What is the purpose for wearing that special clothing? Why is it not ok to tease for their differerences or the way they dress? (students can pair share and then share out loud. 2.)Students will color a scarf with any color/colors of their choice. They will explain colors in terms of nataure for example: just like Faizah compared the blue Hijab to the sky and ocean.(volunteers can share afterwards.)
Cake Mix: Learning to love all your ingredients By:Mikki Hernandez Cake Mix is a story about a young girl namedRemy. Its her first day of school and is very excited.Then she encounters the question""what are you?""asked by her classmates. She is confusedand does not know hoe to answer this question.she goes home and asks her mother. "mom what am I ?"" Her mother responses by saying you want to bake? Remysmother teaches her about ethnicity by baking a cake. She shows remy that we are made up of many thing and that makes us special.she teaches remy that if a cake only had two ingredints it would not be good as it is with all the mixed ingredients.
Activities: Cake Mix: Learning to love all your ingredients 1.) Students will share out where they come from. Share special things about themselves. student can complete an at home activity were they with family members. They can include pictures, drawings, special artifacts they can bring to class, for a show and tell. They can create in a poster, shoe box, video or any form to present. 2.)Then they will color a page, where Remy is holding her head up. (In the Story this picture says to be proud of yourselve.) 3.)We can also make kool aid drinks. Have students mix in the mixture, water, suger, and ice cube. Have them use the same anaology, to compare ethnicity with mixing ingredients .
All Are Welcome :by Alexandra Penfold This book is about celebrating diversity, proveing encoragment and support for all students. Throughout this book it mentions the phrase ""ALL ARE WELCOME"". In the book we follow a group of kids all from different backgrounds, religions and so on. Studentswearing patkas, hijabs, and yamulkes play side-by-side with each other and learning from eac others cultures and traditions. this book lets student know that they are wlcome and safe at their school.
Activities: All Are Welcome 1.)Perfect back to school activity for my first grade students. We would read the story and afterwards sit in the carpet an role a dice. This dice would have visuals for example: favorite holiday, who is in your family, and so on. Everyone will have a turn to share while others listen quietly. 2.)Then we would complete an All about me illustration. Once done we would all put it up on the wall,were All are welcome will be written. They can also bring special items they would like share with the class about their, culture, tradition, or belief.
Text Talk: All are Welcome
Paletero Man by Lucky Diaz "El Paletero Man" is about a boy who lives in Los Angeles. One day while hes home, he hears the paletero man. The boy quickly got his money and start chasing after him. While chasing him he was running through his neighborhood and encoutnered many people like Ms. Lee, Mr. Frank, and Tio. When he finally reaches the paletero man, he no longer had his money. Luckly, his neighbors, Ms. Lee, Mr. Frank, and Tio, grabbed the money and gave it back to him. At the end, Jose, the paltero man gave everyone free paletas because everyone was showing kindness."
Activities: Paletero Man (1)An activty that could be done after reading the book it to have a class discussion of who is part of their community. For example, the boy had Ms. Lee in his neighborhood. She was also cooking her Korean Barbeque. (2) The students then could draw their own paleta following with three sntences describing their paleta.
Text Talk: Paletero Man
Hair Love by Mathew A. Cherry "Hair Love" is about a young girl names Zuri. Zuri has very special hair that coils and curls. Throughout the story she explains how her hair is always changing like having it in two puffs or braids. Her hair also goes from big to small when it gets wet. There are also days our hair doesn't want to cooperate. In her story her dad showed her that its okay sometimes we just need to have a little bit more patience. "
Activities: Hair Love (1) After reading students could make a self portrait of themselves emphasizing on their hair. Is it straight, curly, wavy? What color? How do they love to style it? (2) After class discussion of the book, the students will write a paragraph describing their morning routine to their hair prior to going to school.
The World Need More Purple People by Daniel Wiseman ""The World Need More Purple People" is about purple people. Purple people come in all shapes and sizes. The are are also young and old. Some purple people might have red hair while others might green or even blue hair. Penny explains that what makes a person a purple person is first you have to love to ask questions. Second reason that make someone a purple person is that kind to others and very hard working. Purple people also love to laugh a lot! Penny then explains how purple poeple use their voice but do not lose it. In other words we should share good ideas and opinions but we should also listen to others. "
Activities: The World Need More Purple People (1) After reading the book have a class discussion of who might purple people be? Are they purple people? Who are some purple people in their lives? (2) After having a class discussion create a graphic organizer with the columns use your voice, hard working, loves to ask questions, and laugh. In the columns as class the students will come up with answers to place in the columns. For example, how do you show youre a hard worker? You always try your best.
Just Ask by Sonia Sotomayor This book is about 12 children who have different disabilities. In the book, they are working together to build a garden. They each describe themselves as having superpowers and talk about what they are born with and explain to the readers how their world functions. Ultimately, this symbolizes how it doesn't matter how different you can be, they each play a part in contributing to the garden growth.
Activities: Just Ask (1) Have a cut off of flower peddals and a picture of the students face. They will be building their own flower and write in each peddal things about themselves. (2) Students will pick a uniqueness that they have or someone they know has and do a presentation of their choice about it. This can include images, drawings, objects, and videos.
Different A Great Thing To Be by Heather Avis and Sarah Mensing This book is about a girl name Macy who is just like everyone else but is also different, which is great. Macy struggled to fit in, she felt like she did not belong but in the end, she found her place in the world.
Activities: Different A Great Thing To Be (1) Students will be making popsickle sticks and decorate them in class. They will able to use materials that will be provided for them during class such as, stickers, markers, yarn, googly eyes and etc. Once they are done, they will present it to the class and discuss who they are. (2) Students will be put into partners and they will have a big piece of butcher paper and outline each others body. After, they will decorate the inside of their outline using markers. Once everyone is done they will be doing a gallery walk and writing positive things on the outside outline for each of the students.
My Food, Your Food, Our Food by Emma Carlson Berne This book had a song that could be played along with reading the book. This book shows several children from different cultures that are eating together. They each share their culture's food together and the song talks about how everyone is unique but needs to eat.
Activities: My Food, Your Food, Our Food (1) Students will draw their favorite dish that they feel like represent their culture. This can be an open way to create it. If they wanted to they could do it in 3D with paper or through the use of technology. (2) The teacher will have a big pot and each student will pick an ingredient to put inside the pot. Then after words they will put it to "cook" and it will make a food. This shows how everyone's differences is needed to getting to know each other.
Text Talk: Just Ask, Different A Great Thing to Be, My Food, Your Food, Our Food
Each kindness Written by Jacqueline Woodson, Illustrated by E.B. Lewis With the fall of winter, a new student Maya enters a classroom with ragged clothes and is placed next to the main character who never meets her smile in return but rather turns away. Maya left to play jacks alone while the main character and her friends whisper about her and turn away refusing to play with her. When spring comes around the name “never new” is given to Maya by her classmates. Mia moves away leaving the seat empty next to the narrator as they have a lesson about kindness symbolized by the ripple of a stone. The narrator cannot think of a kind thing she has done promising herself that the next time she saw Maya she would smile. That day never came as Maya had moved away and the narrator is filled with the regret of kindness never shown. The metaphor of the kindness and the ripple of a stone in the water as the narrator reflects on her actions and kindness she never showed.
Activities: Each kindness Activity one; Watch video about the author talking about who she is, why she write and her inspiring message to readers. Activity two; Bring large bucket or container of water and pebbles for each of you students. After reading the book have students each set a pebble into the water and watch it ripple as they say something good that they have done just as done in the book. Have students then write something that they plan to do to create another ripple of kindness that they could do that day or that week.
The Day you begin Written by; Jacqueline Woodson, Illustrated by Rafael LópezThe day you begun, opens with the entrance into a new classroom were the main character Angelina feels her voice grow smaller with her “untraveled hands” very different from her summer, and she feels no one else is quite like her. Other students speak different languages, and eat different food all feeling like no one else is quite like them, until the main character Angelina stands beside her brave self and shares her story with a strong voice and find that the “world opens itself up to you” celebrating differences and opening up the readers to empowerment.
Activities: The Day you begin Activity 1; Introduce Bookmarks Netflix Show “Celebrity readers share children’s books by Black authors to spark kid-friendly conversation about empathy. Equality, self-love and antiracism. Watch Bookmarkers Episode 10 "Jacqueline Woodson Reads; The Day You Begun,” and listen to the author explain the book, its message and speak to readers about its purpose inspiring them. Activity 2; In the book the illustrator Rafael Lopez depicts rulers in many of the images in the book. The reason this is in the book is because it shows the way we measure ourselves against other people. As explained in the Netflix Show Bookmarkers Episode 10 "Jacqueline Woodson Reads; The Day You Begun” the author asks viewers “what makes you so fabulously different from everyone else you meet?” Students' can complete a project in any modality; written, poetry, song, drawing, video, performance; dance, song improve that shows something about themselves they are proud of and something that “makes then so fabulously different.”
This is the rope: A story from the Great Migration. Written by Jacqueline Woodson, Illustrated by James RansomeUtilizing a jump rope through a fictive narrative the author Jacqueline Woodson takes the reader on the history of her grandmother, mother and family all intertwined in the beautiful story of a jump rope that really dives into family pride, history, love and is a celebration of journeys. Through the repetition of the phrase “This is the rope” that tells the story of a jump rope that has been owned by Woodson’s grandmother in South Carolina and moved with her to New York with. The rope continues to paint the history her mother, her up brining, getting her first home, and big life moments, sibling fun, college beginnings. Going all the way to the birth of the Woodson, her up brining, and family memories as it ends with Woodson jumping rope and comes full circle to the grandmother holding the rope reminiscing about her journey.
Activities: This is the rope: A story from the Great Migration. Activity one; Have students' write about immigration/migration, moving to new places or from other countries whether it be someone in their family, or their family’s history, or them moving to a new place, school or then going on a trip to a new place. Students will be given the writing prompt and time to write ideas, then they can go home share the book This is Rope or what they learned from it and talk to their family, or caretakers about their history, their family’s stories that they might relate to immigration/migration. Students can complete writing at home or in class the next day, if there are any students' who can find any relation can write about reactions to the book this is rope. Activity two; Have students bring in an object that is a part of their families, or caretakers, or their own personal history, if they choose to share with the class. Students will draw a picture of their object they brought or one they choose have been a part of their life (they don’t have to bring in if they don’t want to), or their family’s story and history and then a line swirling around the page. Around that line will be events or moments that item, object etc. has been there for or through this can be sparked by their conversations with their family and caretakers that they had in activity one.
Text Talk: Charla de Texto
Magda's Tortillas by Becky Chavarría-Cháirez and Illustrator: Anne Vega
ActivitiesMagda's Tortillas 1. For one of the activities, students can learn to make tortillas. Students learn to make tortilla dough. While making tortillas students can learn about shapes or to make it more complex about sides or angles of shapes. 2. For another activity, I can have studentsdraw a food from their culture and share it with the class.
Text Talk: Magda's Tortillas
A Spoon for Every Bite by Joe Hayes and Illustrator: Rebecca Leer
Activities: A Spoon for Every Bite 1. For one of the activities, students can read other folktales and compare it to this one. Students can also create their own folktale after being introduce to other folktales. 2. For another activity, I can have students renact the scences from thre story and present it to the class.
Spaghetti in a Hot Dog Bun by Maria Dismondy and Illustrator: Kim Shaw
Activities: Spaghetti in a Hot Dog Bun 1. For one of the activities, students can write about something that makes them special and share their writing with the class. 2. For another activity, I can have students write a letter to Lucy, the main character, about how much courage she had, students can tell Lucy of how they are special.
Duck for Turkey Day by Jacqueline Jules and Illustrator Kathy Mitter This story is about a girl who realizes that eating duck for Thanksgiving is not what everyone else eats. She finds pride in sharing her family's traditional Thanksgiving meal as the rest of her class share their own as well. This book promotes cultural diversity by including various kinds of foods that different cultures have for the holidays.
Activities: Duck for Turkey Day An activity that can be done after reading this story is for students to list the types of foods they eat during Thanksgiving using a graphic organizer. Then they will put it all together, write a short paragraph, and draw a picture about the kinds of foods they listed. Another activity that can be done with this story is students can create their favorite plate they would like to eat during Thanksgiving. This can be creative.
Thank you, Omu! written and illustrated by Oge Mora This story is about a woman named Omu who attracts the members in her community by cooking a delicious meal. She comes to find that by sharing her meal with the community, there is nothing left for her to eat. The members in her community come together to share their special foods with Omu for her kindness. This book is great for exposing students to different cultural foods.
Activities: Thank you, Omu! An activity that can be done is students can create a delicious meal by cutting out paper and placing them in their paper plates. Students can write a short about the delicious meal they made and present it to the class. Another activity would be having students in pairs of two or three. Students will create their favorite delicious meal and write down a couple sentences convincing their partners why they should try these foods and give their work to their partners.
Too many tamales by Gary Soto and Illustrated by Ed Martinez This story is about a girl named Maria who loses her mother’s ring in the midst of making tamales for their family Christmas gathering. This story has a multicultural perspective of how the holidays are celebrated by different cultures.
Activities: Too many tamales An activity that can be done with this story is that students can craft their own tamales by using crafting supplies such as playdough, paper, ect. Another activity that can be done is students can cut pictures relating to the book and sequence them. Then they can write a short sentence relating the picture to the book.
Alma and how she got her name Written by Juana Martinez-Neal Alma Sofia Esperanza Jose Pura Candela had a long name if you asked her. Alma complains to her father that her name is too long and it never fits. Her fathers proceeds to tell her the story behind her name. Sofia is her grandmother's name and she loved to read books. After the story Alma begins to love her name Sofia. Esperanza was her great grandmother; her dream was to travel the world. Alma realizes the world is so big and now wants to go explore. She loves her name Esperanza. Jose was her grandpa, he was an artist. Alma loves to paint and draw as well she loves her name Jose. Pura was Alma's great aunt; she believed that their ancestors were always with them. Candela was Alma's other grandmother; she always stood up for what she believed in. Alma was picked just for her now she gets to make her own story. That is how Alma got her name.
Activities: Alma and how she got her name Activity 1: Students will draw a picture of themselfs and their names on the bottom. The drawings have to include something that represnts their name. Activity 2: Students will create a short story on how they got their name. What does their name mean to them?
The name Jar Written by Yangsook Choi Illistared by Yangsook Choi It was Unhei's first day of school and she began to reminisce about her move to the United States from Korea. Unheis grandmother gave her a pouch with her name engraved on it. Students at her new school questioned Unhei about what she had in her hand. Then proceed to ask her what her name was, each student mispronouncing her name. Unhei began to get stressed and frustrated. Unhei gets introduced to her new classroom and classmates. Unhei wants a new name because she did not want to get teased at school for the one she had. She wanted an American name because she did not want to be different from all the other students at her school. The move to America was a huge cultural change for Unhei. Unhei was having a difficult time picking a different name. Her classmates gave Unhei a jar full of names to help her pick one, but each one that Unhei pulled out was just not her. Unhei begins to realize that she loved her name best because her name means grace.
Activities: The name Jar Activity 1: Students will create a jar with different names that could of been their potiental names. For example My jar would include names like Griselda, Chantel, and Gris because those were names my mom really liked for me. After creating a jar students will get the opportunity to read each name outloud and share with their partners. Activity 2: Students will continue on from activity number one and write a short paragraph describing how their name goes with them. Just like Unhei.
My name is Yoon Written by Helen Recorvits Illustrated by Gabi Swiatkowska Yoon came from Korea her fathers helps Yoon write her name in English since she’ll be going to school soon. Yoon did not like how her name looked in English, she liked how her name looked in Korea with the symbols. In Korea her name means Shining Wisdom. Yoon did not want to learn a new way, she wanted to go back to Korea. Yoons father began to teach her the alphabet, and new things she’ll need to know in America. Yoon was having a difficult time in school and she did not understand anything her teacher was saying. Yoon felt lonely in her new environment, she wanted to be everything but her name Yoon. Yoon began to love her name after finding out that Yoon was beautiful and different. Her name was Korean.
Activities: My name is Yoon Activity 1: Students will be asked to fins out if their names have a meaning. Do their parents know of any signicantes behind each name. They will then create a drawing with the meaning. If a students name means the sun then a picture of the sun can be a drawing they can make. Activity 2: Students will write a short paragraph about their name where does it come from? What does their name mean to them?
My name is a story Written by: Ashanti Illustrated by Monica Mikai Ashanti was a little girl who wanted her name to be easy. She stated it was a spelling bee for her teacher and for her classmates it was a puzzle. She would get upset because no one has ever heard her name or could pronounce her name. She claimed her name was impossible. Throughout the story her mom convinces her that her name has a story and that it is unique. Her mom then tells her the story of her name and she goes around school standing up and defending her name because it had a story and it meant something to her.
Activities: My name is a story Activity 1: One activity they can do in related to this book is having students research and find out what their name means online or if they already know write how they found out what their name means. Activity 2: This activity can go with the first one. Once they have researched their name now they will go home and find out what their name means and how they got that name if there's any meaning to the family as to why they got that name or if they were named after anyone important to the family or in the family.
That is not my name Written and Illustrated by: Anoosha Syed In this book, Mirha was so excited to be starting a new school year. She presented herself to the class the first day. While making friends they all called her different names because they were not about to pronounce it as well as some teachers. She thought her name was easy to pronounce. She didnt like the fact that no one could pronounce her name but her family. She even wanted to change her name to something much easier. She had even told her mom she was going to change her name. Her mom then told her what kind of meaning her name had and how it was special and she should love it. After that talk with mom Mirha was convinced and she learned to love her name and was excited to stand up for her name and let people know what her name meant.
Activities: That is not my name Activity 1: One activity that can relate to this book is for students to create a way to make it easier for people to pronounce. They can break up the sylabls or sound to help one pronounce their name. Althought not everyones name is hard to pronounce, this can work for everyone because they can encounter a situation with someone who speaks a different language and to them it may not be easy to pronounce. Activity 2: Another activity can be done is have students write about a time someone didnt know how to pronounce their name and how they felt. This can very from students some seem to get upset and other dont this can be a way to find out how a student felt. Also for those whose names are never misprounce they could write about if their name was ever hard to pronounce how would they feel or what would they say to the person who mispronounce it. Would they correct them or would they let it slide.
Text Talk:
Your name is a song Written by Jamilah Thompkins-Bigelow Illustrated by Luisa Uribe The little girl came home one day mad because no one was able to pronounce her name. She came from a different background than the other kids so it was hard to pronounce her name. That afternoon she went home mad. She told her mom what had happened and her mom tried to cheer her up and convince her that her name was a song. Her mom then goes to sing another name and shows her how her name can be easily pronounced if she sings it. She kept making up excuses that her friends still wouldnt be able to pronounce it but her supportive mother convinced her otherwise. When she went to school the next day she told her teacher about a song she created with her name. Her teacher tried to convince her otherwise and didnt want to hear it. She then sang it and proved her teacher otherwize. All her classmates loved the song and wanted her to sing their names too.
Activities: Your name is a song Activity 1: One activity that can be done with this book is having students turn their names into songs. This can be done by having the teacher put a beat on the computer and students will sing along with it but with their name. To make this fun they can present and sing it to the whole class. Also they can try to create a song using the names of other classmates. Activity 2: Another activity can be having students create a song with their name but this time including the meaning to their name in the song. This can be used as a get to know each other activity in which students will learn how to pronounce each others names and what everyones name means.
The Rabbit Listened Author & Illustrator Cori Doerrfeld When something sad happens, Taylor doesn’t know where to turn. All the animals are sure they have the answer. The chicken wants to talk it out, but Taylor doesn’t feel like chatting. The bear thinks Taylor should get angry, but that’s not quite right either. One by one, the animals try to tell Taylor how to act, and one by one they fail to offer comfort. Then the rabbit arrives. All the rabbit does is listen . . . which is just what Taylor needs. With its spare, poignant text and irresistibly sweet illustration, The Rabbit Listened is about how to comfort and heal the people in your life, by taking the time to carefully, lovingly, gently listen.
Activities: The Rabbit Listened - Make a sock puppet to act out different feeling. - Act like the different animals in the book and talk about how they made Taylor feel.
Text Talk: The Rabbit Listened
Rain Boy Author & Illustrator Dylan Glynn When Rain Boy is around, of course, it rains. Because of this, he is not too popular with the other kids. Newbie, Sun Kidd, "is from somewhere on the other side of the planet" and she is definitely more popular. And kind, inviting everyone in class to her sleepover-surprise-birthday party, including Rain Boy. Rain Boy had never been to a birthday party before, but when he heads into the party and instantly makes a puddle, his classmates go crazy, shouting, "Rain, Rain, Go Away!" Sadly, Rain Boy leaves, but not before Sun Kidd tells everyone to stop yelling at him. Ashamed of her friends, Sun Kidd goes to her room and refuses to come out. A storm begins to brew and Rain Boy makes the world a wet, cold grey place for a very long time. People stay indoors and learn to live with the wetness. They drink hot cocoa and start talking to each other more. And then they learn to go outside and appreciate the "wet wonderland," noticing how "beautiful reflections shimmered and stretched across streets." One day, Rain Boy storms a little less hard and Sun Kidd notices, excitedly calling for him to look out his window. Together, they see people enjoying the rain, and together, they make a rainbow.
Activities: Rain Boy - Draw and write about a time where you felt like rain boy because of peoples words. - worksheet: beginning, middle and end.
Big Feelings Author Alexandra Penfold & Illustrator Suzanne Kaufman BIG FEELINGS follows a large group of diverse friends who want to play together in their neighborhood on Hope Street. The children display open body language and happy expressions as they greet each other in a large lot with bright, overgrown flowers and forgotten belongings that they have big plans for. Before the fun begins, big feelings get in the way. "Goodbye, happy. Hello, sad." When their feelings create a sudden change of plans, the friends use cooperation and communication to work through their feelings and embrace the day in a new way. While all the children experience various feelings throughout the story, they continue to value and help one another.
Activities: Big Feelings - Draw a feeling chart. - Feeling Charades using their favorite feeling from the book.