Migrant Farm Workers Text Set
A text set for teachers interested in integrating migrant farm workers into the classroom.
Written by Linda Jacobs Altman, Illustrated by Enrique O. Sanchez. Amelia is a young girl who works with her family in the fields. They are constantly on the road moving from one place to another to work. Amelia hates it especially when her father pulls out the map. She doesn’t like the roads because they always lead her to work. As a migrant farm worker, there is no stability and a sense of belonging. During her stay in the season of apples, she goes to school and compares her new teacher to the teacher from the previous year. Amelia’s teacher makes her a name tag and picks her to share her picture. There was much involvement going on for Amelia and it made her feel like she belonged in that class. On her way home, Amelia found a road where it led her to a big tree that reminded her of her drawing she did in class. She had a connection to the road and tree, so later in the story she buried a treasure box so she could come back to it.
Class Connection: Creating an activity where students draw their home or where they like to be that represents home or a sense of belonging. Writing down their hopes, dreams or wishes, gathering them and putting them in a treasure box where the teacher can keep it.
Written by Sarah Warren, Illustrated by Robert Castilla. Dolores is a teacher who notices that her students cannot concentrate or learn during class. Students were showing up to school barefoot, hungry and sick on a daily basis. One day Dolores decided to follow her students after school, she then asked her students' parents why their kids had no shoes. The parents explained that they did not have enough money and they worked all day. Doloes decided to make a change; she told the workers' bosses to pay them enough money to buy shoes, clothes and medicine. The bosses respond with a no, that if they give the workers more money they would have to raise the price on the grapes and no one would buy them. Dolores says that it's not an excuse that the kids still need shoes, food and medicine. So she fights, she asks the workers to strike and not work until the bosses listen. When Doloris noticed that the boss's mind did not change she spoke up and told stories on how the farms are not healthy places to work on. Since Dolores is a woman many people ask her to have the men speak up, but instead she speaks louder. Dolores tells the bosses that if they don't raise the pay that the workers will stop picking the grapes and they will rot. The strikes begin, the bosses tell the workers that when they return they will have rest breaks, they will have better pay, and the workers will have enough pay to buy their kids what they need.
Class Connection: Creating activities where students write how they can treat others fairly and how it can affect their family if they are being discriminated against.
Immigration Text Set
A text set for teachers interested in integrating immigration into the classroom.
Written by Yuyi Morales, Illustrated by Yuyi Morales. The book Dreamers celebrates immigration. The author Yuyi Morales tells the story of how she came to a new country with her son and only a backpack. Her backpack included her dreams, hopes, and aspirations of finding new opportunities in the United States. When she came to the US, she was unable to understand or speak English, therefore, creating a barrier for them. The theme of identity is uncovered when Yuyi finds a new world inside of books and literature. The books become her shelter and reading opened doors of possibilities.
Students complete an assignment about symbolism: What are the symbols in the book Dreamers?
Activity: What would you put in your backpack if you moved to a new country?
Environmental Activism Text Set
A text set for teachers interested in integrating environmental activism into the classroom.
Seeds of Change: Wangari's gift to the world
Written by Jen Cullerton Johnson, Illustrated by Sonia Lynn Sadler. This story follows the journey of Wangari. Once a young Kenyan girl who lived in a community in which it was rare for girls to go to school. With the support of her family, she goes to school and after graduating, moves to the United states to study Biology. Once she came back to her country, she saw how much deforestation had been caused by large international companies that cut down the trees for their own economic gain. She decided to combat this deforestation, she began to plant tree across her village and in the neighboring villages. This cause anger in those who were still trying to exploit the land and she was arrested. But her community rallied in her support and was able to e released. She then left Kenya and began to spread this knowledge to the rest of the world. She was later elected for parliament in Kenya and continue to plant trees and fight for environmental justice.
One plastic Bag:Isatou Cessay and the recycling women of gambia
Written by Miranda Paul, Illustrated by Melissa Zunon. A young girl is walking home from the market when her woven basket breaks, dropping all the contents of her items, but as she is picking them uo she notices a shiny black object and realizes it is a bag and it can be used to carry things. Because this was her first time seeing a bag she was quite amaed, but when she showed her grandmother, her grandmother was saddened and told her their was so many plastic bags and they were polluting her town. Later, Isatou grows up and becomes very aware o just how much pollution is in her village and how many plastic bags are just thrown out, so she decides to pick them up and begins to pull them apart. Soon she taught herselg and other women in her village how to make purse out of these plastic bags. So they continue to clean their village and go on to sell their purses made from recycled plastic bags.
Recycling Text Set
A text set for teachers interested in integrating recycling into instruction.
Empathy Text Set
A text set for teachers interested in integrating empathy instruction into the classroom.
Chocolate Milk, Por Favor!
Written by Maria Dismondy, Illustrated by Donna Farrell. This book gives a great example of empathy, it shows one boy saying that he knows how another student must have felt. The story talks about Gabe, a new students that doesn't speak any english and how Johnny saw him crying on his first day. Throughout the book Johnny doesn't like Gabe and refers to him as a crybaby, constantly pointing out his differences. Gabe went to teach Johnny a soccer trick that Johnny had been trying to master for days, because of Gabe he was finally able to do it, and realized that the feeling of frustration of not being able to do the trick was probably the frustration Gabe felt the first day of a new school with not knowing english. The author shows us that even with our differences we can find empathy and make a connection to an emotion that someone else might be feeling with an emotion we have felt in our lives.
Written by Maribeth Bolets, Illustrated by Noah Z. Jones. This book shows empathy by the readers seeing that Jeremy gives away the shoes he has been wanting to his friend Antonio. The book shows us that Jeremy has been wanting this certain pair of shoes that everyone has, it goes through his struggle trying to get them, and we find out that he lives with his grandmother and they cant afford new shoes. So they find them at a thrift shop but they don't fit, they are small. Jeremy notices that Antonios shoes are torn and held with thape, so in a way he can tell that Antonio's family can't just buy him new shoes wither, he makes a connection with him. So jeremy decides to give antonio his new shoes, and he says it made him happy to see how happy Antonio was. Teaching our students thats it okay not to have it all is so important, but to be able to show empathy and give to others is more important. It doesn't have to be shoes like in the story, but let them know that you can make others happy in other ways, it's the thought that counts. It shows students that even through our own struggles, their just might be someone going through the same thing.
Identity Text Set
A text set for teachers interested in integrating identity into instruction.
Alma and How She Got Her Name
Written by Juana Martinez-Neal, Illustrated by Juana Martinez-Neal. Alma and How She Got Her Name is about a little girl whose full name is Alma Sofia Esperanza José Pura Candela. One day Alma starts to think about her six names, and asks her father why she has so many names. Her father then begins to explain the special meaning behind each one of her names, which takes Alma on a long journey where she is able to learn about the richness of her name through her ancestors. As Alma listens to the stories, she realizes that all her names are a perfect fit, and thinks maybe one day she will be able to set a significant meaning to her name “Alma” and pass it on to the next generation.
My Name is Yoon
Written by Helen Recorvits, Illustrated by Recorvits - Świątkowska. My Name is Yoon is a children's multimodal book about a young girl named Yoon. Yoon left her home country, Korea, and moved to the U.S with her family. She is struggling with her cultural identity when living in the U.S, and trying to figure out her sense of belonging. At school, Yoon is provided a different way of writing her name, which is in English. Yoon, meaning “shining wisdom”. The way her name is spelled in Korean is seen as more fun and unique in the eyes of Yoon, while in English she feels like the fun and meaning of her name is being taken away. The way the letters are written in English stand alone, and this is how it makes Yoon feel being in a foreign country. Through her struggle of accepting to print her name in English, she is finally able to do so along with finding her place in a foreign country.
Written by Lois Lowry. Jonas, a boy who lives within a compounded community that has strict rules and specific family units takes readers on a journey of they mystery and stress of Jonas coming “of age” and the celebration. This curiosity takes the reader to a new climax of realization that this community is not only specific to household units, but job duties chosen specifically for each individual. Jonas world is not all that it seems for he is the chosen one.
Class Connection: This book can be used in the classroom as a Literature read that would give students the curriculum standards for Literature. (theme, events, character). Students can make their own short story giver book in which they can change the ending of the story, or implement the idea of sameness in the classroom. (no one is different.) What would it look like? What would we all look like? How would this affect our learning ? (especially if everyone learned the same way, how could we think and learn for ourselves? )
Written by Lois Lowry. Kira a born cripple, lives in a community which do not have others like her. In fact the weak never survive and those born like Kira are killed at birth. After the passing of her mother who was her sole protector, women in the community tell Kira to go die in the fields and that she is no help to the community because of her crooked leg. Through the arrangement of the community council, Kira repairs the singers robe in which she showcases her ability to weave and create beauty through her sewing. This shows the community that kira although crippled has purpose. Class Connection: Like Kira, many students have disabilities, inabilities, and struggles. The classroom will participate in an anonymous padlet questionnaire that allows them to express their struggles in the classroom, but be able to talk about what they are good at. They will go home and create either a drawing, painting, sewing, anything of their choosing that show cases their creativity and what they are good at. We will put these in the classroom to remind ourselves that although we are different, we have many contributions in the classroom that benefit each other making us a community that embraces and promotes diversity.
The Danger of a Single Story
By .Chimamanda Ngozi Adichie Creating a single story in which you show people, a culture as the same thing. Adichie explains that listening to one story of a culture creates stereotypes making one story of a culture the only story and only knowledge and assumptions of a culture. Robbing people of their identities, dignity, and emphasises how we are different, rather than how similar we all are. Class Connection: This TedTalk would be utilized in the classroom in hopes of enhancing student relationships. This TedTalk would be played and pair shared with students as to how they interpreted the moral of this video. They will then complete a classroom 4 corners task in which they will answer four questions around the room that help unify themselves seeing that although they come from different backgrounds, they share many similarities. (Questions such as: family traditions during christmas, my favorite cartoon, I can __ ) we will then come back as a class and see how many similarities we share with one another. This shows that although we seem different, and we can express our diversities,we have similar backgrounds.
Diversity Text Set
A text set for teachers interested in integrating diversity into instruction.